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VALUABLE BOOKS 

PUBLISHED BY PERKINS & MARVIN, 

114 Washington Street, Boston. 

ICELAND : or the JOURNAL of a RESI- 
DENCE in that ISLAND, during the years 
1814 and 1815. Containing Observations on 
the Natural Phenomena, History, Literature, and 
Antiquities of the Island ; and the Religion, 
Character, Manners, and Customs of its Inhabi- 
tants. By Ebenezer Henderson, Doctor in Phi- 
losophy, &c. &c. Abridged from the second 
Edinburgh edition. Illustrated with a map and 
engravings. 

Extract from the Advertisement to the American Edition. 

11 Dr. Henderson is a traveller of the right sort. To high 
qualifications as a scholar and a gentleman,— active, indefatiga- 
ble, accurate in observation, and faithful in deseriptio^—he 
adds the generous spirit and noble aims of a devoted Christian 
philanthropist. Hence the moral charm of this volume. Un 
every scene, whether of nature or of human society, is thrown 
light from a higher world." 

From the Spirit of the Pilgrims. 

" For our part we can truly say, that we have seldom perused 
a volume of this kind with more thrilling interest. For as we 
follow the traveller on his route, we find ourselves surrounded g 

with some of the grandest scenes of nature, and the most terrible 
workings of the power of Him, who ' looketh on the earth, and 
it trembleth ; who toucheth the hills, and they smoke. INor, 

A 



2 Books Published by Perkins fy Marvin. 

on the other hand, will the Christian be less interested in the 
character and manners of the people who inhabit these inhospi- 
table shores, — so artless, so intelligent, so pious. To crown the 
whole, a moral charm is thrown over the entire volume by the 
spirit of devotion everywhere breathed, and the constant recog- 
nition of the presence and agency of the Supreme Disposer." 

Extracts from E?iglish Reviews of the above work. 
11 The journies and observations of these gentlemen [preced- 
ing travellers] were confined to particular parts of the Island, 
and nearly to the same parts. In this respect, Dr. Henderson 
has gone far beyond them all. He has visited every corner of 
the island, and is the first, at least of our countrymen, who has 
crossed the great central desert, skirted the northern and eastern 
coasts, and passed a winter among the natives." 

" We must here close our account of this interesting volume, 
which we venture to say will be found productive of a very high 
degree of instruction as well as amusement, by all who have 
any relish for the grand and awful scenes of nature, or for the 
honest and artless simplicity, now so rarely found, of an uncor- 
rupted race of people." — London Quarterly Review. 

" This is one of the comparatively few narratives of travels, 
the restriction of which to a circulation in manuscript among the 
author's friends would have been altogether unpardonable. Dr. 
Henderson has traversed, more extensively than any other Brit- 
ish traveller, a field which we will confess to be more captivating 
to our imagination than any other scene , more so than any fair 
tract that may have been denominated the garden of the world; 
more so than the region bearing the most majestic monuments 
of imperial Rome 5 more than even that on which linger the 
fame and the exquisite memorials of Grecian genius and art 5 
and more so than those other portions of the world which display 
the sublimities of nature." 

" Displeased as we sincerely are with the measureless length 
of this article, we are yet willing to hope that the extraordinary 
interest of the book, of which after all it is but a slight abstract, 
may be an accepted apology. The grand and the strange phe- 
nomena of nature form, perhaps, on the whole, the most attrac- 
tive portion of descriptive narration brought to us from foreign 
climes; and in this order of subjects, this Journal in Iceland 
contains as much as could be collected from some twenty re- 
spectable contemporary books of travels." — Eclectic Review. 

[O 3 A translation of this work appeared in Germany soon 
after the first publication of the original, and is spoken of in very 
high terms in the Literary Journals of that country. 



Books Published by Perkins fy Marvin. 3 

AN ESSAY ON THE HIEROGLYPHIC 
SYSTEM of M. Champollion, Jun., and on the 
advantages which it offers to the criticism of the 
Sacred Scriptures. By J. G. H. Greppo, Vicar 
General of Belley. Translated from the French, 
by Isaac Stuart. With Notes by Rev. M. 
Stuart, Professor of Sacred Literature in the 
Theological Seminary, Andover. 

The subjects treated of are deeply interesting" to all who re- 
gard the Bible as a credible record of facts, and a book of 
Divine origin : and particularly to those who make the Scrip- 
tures a subject of deep and attentive study. The work contains 
two lithographic engravings, exemplifying the nature of hiero- 
glyphic writing. 

Extracts from the North American Revieiv for January. 

" The translation of M. Greppo 7 s work has been very credita- 
bly executed by Mr. Isaac Stuart. — It is enriched with an Ap- 
pendix, consisting of JNotes, partly by the translator and partly 
by his father, Professor Moses Stuart, whose reputation in the 
departments of sacred philology and literature, will prepare the 
reader to expect, what he will find in those portions of the ap- 
pendix which proceed from his pen, — a choice specimen of 
learned and critical reading. The whole volume is well cal- 
culated to awaken a taste lor hierogiyphical studies, and to 
possess the reader with a general knowledge of the progress 
made in this interesting and novel region of investigation. 77 

#####<*< His labor [the translator's] has been bestowed 
upon this undertaking at a very seasonable moment ; and we 
close our article with recommending it in the strongest terms to 
the lovers of learning in our country. It will open to the philo- 
logian a wide field of ingenious literary speculation. The stu- 
dent of history will find that it puts him on a path to rich and 
hitherto unexplored regions. The theologian will be made ac- 
quainted with a new source from which the sacred volume may 
be illustrated j and the general reader will derive from it within 
a small compass, a large accession of new and curious views. 77 

From the Spirit of the Pilgrims. 
" The special design of this work is to apply the discoveries 
of this great Egyptian scholar [Champollion] to the purposes 



4 Books Published by Perkins &f Marvin. 

of sacred criticism. We have for some time wished to meet 
something' of die kind, and acknowledge ourselves obliged, not 
only to the Vicar of Belley for his very acceptable book, but 
to his judicious and faithful translator. In respect to the merits 
of the translation, we add our cheerful testimony to the perspi- 
cuity and purity of the style ; and, considering the nature of the 
work, we can well conceive, that it must have cost no small 
labor to give it an English dress so neatly finished. Its value 
is greatly enhanced by the original and learned notes included 
in the appendix. The mechanical execution is of the first order, 
and the whole work, as to matter and form, is not unworthy 
the interesting subject of which it treats. YVe recommend to 
every person who may read this article, if he has aught of the 
enthusiasm of the biblical antiquary, to procure the book, and 
give it a thorough perusal. 7 '" 

A MEMOIR OF THE REV. HENRY 
MARTYN, B. D. Late Fellow of St. John's 
College, Cambridge, and Chaplain to the Hon- 
orable East India Company. By the Rev. John 
Sargent, M. A. Rector of Lavington. From the 
tenth London Edition, corrected and enlarged. 
With an introductory Essay and an Appendix, 
by the American Editor. 

From the Quarterly Register. 

11 We have long regarded this volume as one of the most 
finished and delightful specimens of biography in the language, 
and we are much gratified in seeing a new edition." 

From (he Boston Recorder. 
" A beautiful edition of this instructive and captivating piece 
of biography has just issued from the press of Perkins & Marvin 
in this city, enriched with an Introductory Essay of great value, 
and an Appendix embodying many scattered facts of permanent 
interest, prepared by the American Editor, whose name we 
know not. Having long since read the Memoir in its original 
form, with emotions never to be forgotten, we confess ourselves 
solicitous that in its improved character, it may have a wide cir- 
culation. 'Ten editions, at least, have been published in Eng- 
land. Five or six have been issued from the press in this coun- 
try, and it has been translated into the French language, besides 



Books Published by Perkins fy Marvin. 5 

being thrown into an abridged form for the use of Sabbath 
schools. 7 Not any work designed for the commemoration of 
humble and fervent piety, richly furnished intellect, missionary 
zeal and devotion, has met with so cordial a reception from the 
whole Christian community of Great Britain and the United 
States ; indeed, we are not aware of any other that has superior 
claims to such distinction. Martyn eminently possessed the 
spirit of his Lord. The meek simplicity of his character, the 
ardor of his devotedness, the depth of his piety, the disinterested- 
ness of his labors, the fearlessness with which he encountered 
dangers, the self-denial that led him to the willing sacrifice of 
friends, and home, and honors, and wealth, and life itself — 
ail combine to kindle in the soul of the reader who has aught of 
a kindred spirit, a glow of delight like that which fills his mind, 
as he sits at the foot of the cross contemplating a suffering Re- 
deemer. With the following remark of the editor, our opinions 
fully coincide. ' Unless we are altogether mistaken, the in- 
fluence of this Memoir is but just commenced. Other and future 
ages wiH read with delight the story of this missionary of the 
Cross. In comprehensiveness of plans, and fervency of desire 
for the promotion of human happiness, Martyn was altogether 
in advance of his age. His name will be cherished in sweeter 
remembrance, when men have more love and devotedness to 
his Lord and Redeemer.' We hesitate not to say, that among 
the most powerful instruments of awakening and preserving 
alive the holy zeal that shall convert the world to Christ, will be 
reckoned in future ages, the ' Memoir of Henry Martyn.' " 

From the Spirit of the Pilgrims. 

" We have made this most interesting Memoir a mere text 
for what we had to say. We have a good apologj' for it, as no 
Memoir has been more read than this. The present edition, 
however, will compel the owners of the former ones to lay them 
aside. Beside the additions to the body of the work, are a full 
and interesting Appendix, and an Introductory Essay, written 
with great purity, and crowded with striking and just thoughts. 
All who love Henry Martyn, or the cause of Christ, are under 
great obligations to the American Editor." 

CAMBRIDGE AND SAYBROOK PLAT- 
FORMS of church discipline, with the confes- 
sion of faith of the New England Churches, 
adopted in 1680 ; and the heads of agreement 



6 Books Published by Perkins &f Marvin. 

assented to by the Presbyterians and Congrega- 
tionalists in England in 1690. Illustrated with 
historical prefaces and notes. 

Extracts from the Preface. 

''The Cambridge Platform never has been superseded or 
formally annulled in Massachusetts 3 though by the gradual 
introduction of laws and usages, in a period of almost two 
hundred years, several of its requisitions have come to be no 
longer observed. Still, in many of its parts, it is of distinguished 
excellence and of high authority 3 it is an instrument to which 
reference is often made ; and as a monument of the ecclesiastical 
order of our venerated fathers, it is exceedingly valuable.' 7 

LETTERS ON MISSIONS, by William 
Swan, Missionary in Siberia. With an Intro- 
ductory Preface, by the late William Orme, 
Foreign Secretary to the London Missionary 
Society. 

From the Quarterly Register. 
" The subjects discussed in this work are of great practical 
importance ; among them are the following : On the choice of 
a missionary life, Difficulties arising from a diversity of temper 
among Missionaries, On the best means of convincing the hea- 
then of the truth of Christianity, Defects in the mode of advo- 
cating the cause of Missions, Objections to engaging in mis- 
sionary service, dec. The work is executed in an earnest, 
simple, practical manner, by one who has shared in the burdens 
and heat of the day. We were particularly struck with the 
sentiments in the xvmth letter, urging the importance of high 
intellectual attainments in a Christian Missionary, and refuting 
some popular errors on this subject. The late Mr. Orme, For- 
eign Secretary of the London Missionary Society, has prefixed 
an Essay to the work, in which he has overthrown the views 
advocated in the 'New Model for Christian Missions/ relative to 
the amalgamation of all our missionary societies into one great 
establishment." 

Extract from the Preface to the American Edition. 

11 Mr. Swan's style is simple, perspicuous, and earnest ; and 
he has performed a work which was greatly needed, in a very 
satisfactory manner. Native good sense, enlightened by expe- 



Books Published by Perkins &f Marvin. 7 

rience, reflection and piety, is seen in every one of his pages, 
and his work is commended to the serious perusal of students in 
theology, of preachers of the gospel, and indeed of all the pro- 
fessed disciples of Jesus Christ. If read with a proper spirit, it 
will not fail to throw new light on the path of their duty ; and it 
is one of the few books, concerning which we may venture to 
say, that aspirants for the sacred ministry ought by all means to 
read it, before they determine to spend their lives among the 
churches, or even the waste-places, of their own country." 

THE TRUTHS OF RELIGION. By 

James Douglas, Esq. From the Edinburg Edi- 
tion. 

From the Quarterly Register. 

" Mr. Douglas has treated of the fundamental points of Chris- 
tianity. He has held up to our eyes the great features of our 
faith. We are persuaded that he has performed an important 
service. On two or three points there will be much diversity 
of opinion, but no diligent reader can peruse this volume with- 
out advantage. Mr. Douglas does not contend for a sect, but 
for the common cause of Christianit}'." 

CHRISTIAN ESSAYS : to which is added, 
An Essay on the influence of a moral life on our 
judgment in matters of Faith. By Rev. Samuel 
Charles Wilks, A. M. From the second Lon- 
don Edition. 

From the Introduction to the American Edition. 
" No apology can be necessary for introducing to the American 
public a work from the pen of the Editor of the Christian Ob- 
server. The ability with which he has conducted that cele- 
brated journal, and the sterling value of several of his separate 
works, have given Mr. Wilks a reputation, which must attract 
notice to any production bearing his name." 

From the Spirit of the Pilgrims. 
11 The work consists of eleven Essays on the following sub- 
jects, viz. ' True and false repose in" death ;' 'Full assurance 
of understanding;' ' Full assurance of faith ;' 'Full assurance 
of hope;' 'Christian obedience;' 'The form and power of 
religion;' 'Sources of error in opinion;' 'False modesty in 



8 Books Published by Perkins fy Marvin. 

religion;' 'Affection between ministers and their flock;'" 
'Natural and revealed religion;' and, 'The influence of a 
moral life on our judgment in matters of faith.' 

" The thoughts are just and important ; the reasoning clear and 
conclusive; the spirit evangelical ; the style extremely neat and 
often rich ; and the entire execution fitted to fix the attention of 
intelligent and sincere Christians in an uncommon degree. The 
business of the excellent author, as Editor of the Christian Ob- 
server, while so useful to others, is here shown to have been not 
unprofitable to himself. He has evidently observed with a Chris- 
tian eye and a Christian spirit." 

THE CHRISTIAN STUDENT, designed 
to assist Christians in general in acquiring Re- 
ligious Knowledge. With a list of books suitable 
for a minister's library. By the Rev. E. Bick- 
ersteth, Minister of Sir George Wheler's Chapel, 
Spital Square. From the second London Edi- 
tion. 

THE VERACITY OF THE GOSPELS 

and Acts of the Apostles, argued from the un- 
designed coincidences to be found in them, when 
compared, 1. with each other, — and 2. with 
Josephus. By the Rev. J. J. Blunt. 

From the Spirit of the Pilgrims. 

" We have read this treatise with great satisfaction, and feel 
a pleasure in recommending it to the perusal of others. 

(i The general argument, in its nature and objects, is substaiu 
tially the same with that pursued in reference to other portions 
of the New Testament, by Paley, in his Hone. Paulina- — a work 
with which every one should be familiarly acquainted. It is a 
popular argument, and in the common concerns of life, has 
great influence. 

" It is not our object, however, to give an exposition of this ar- 
gument. Its nature and objects will be best seen, and its force 
most readily felt, by attentively perusing the treatise before us. 
The undesigned coincidences here noticed establish, beyond all 
controversy, the fact, that the writers of the Gospels and the 



Books Published by Perkins fy Marvin. 9 

Acts of the Apostles, were independent witnesses of the facts 
which they relate, and that each wrote from personal know- 
ledge of his subject ; and they cannot be contemplated, with the 
incidental remarks accompanying them, without a conviction, 
or an increased persuasion, that the writings in which they are 
contained are true. None, of common intelligence, will begin 
to read this work, without finishing - it. We hope it may have, 
as it deserves, an extensive circulation." 

LETTERS TO THE REV. WILLIAM 
E. CHANNING, D. D. on the existence and 
agency of Fallen Spirits. By Canonicus. 

From ilie Spirit of the Pilgrims. 
"This work is designed, and admirably adapted, to aid in 
drawing the lines more and more distinctly between truth and 
error, in defending the former, and in exposing the true form 
and features of the latter. Its main object is to investigate, 
according to sound and well established principles of interpre- 
tation, die testimony of the word of God on the existence and 
agency of fallen spirits, and to vindicate evangelical views on 
this subject from the false philosophy and false interpretation 
of the liberal party." 

CHURCH PSALMODY: a collection of 
Psalms and Hymns, adapted to Public Worship. 
Selected from Dr. Watts and other authors. 

This collection contains about 450 metrical pieces from the 
Psalms, and 731 Hymns; about one half of the former and about 
two fifths of the latter having been taken from Dr. Watts, and 
the remainder from numerous other well known evangelical 
authors. 

The compilers have kept constantly in mind a distinction, 
which they suppose ought to be maintained in such a work, be- 
tween portions of sacred poetry which are adapted to be read, 
and those which are adapted to be sung. It is believed that 
the book contains nothing which is not suitable for the latter 
purpose. Special pains have, therefore, been taken to give all 
the pieces a lyrical character, and to adapt them to musical 
purposes by omitting, as far as practicable, narrative and didac- 
live stanzas, by making the pieces of suitable length, by giving 
them unity, by introducing a great variety , of subjects and 



10 Books Published by Perkins $f Marvin. 

metres, and by rendering the several stanzas regular as to struc- 
ture, accent, and measure ; also, Insetting tunes to each piece, 
which are not only appropriate in their general character and 
movement, but whose accent corresponds with the measure, 
emphasis, and pauses of the several stanzas, and by indicating 
the manner of the performance by a system of musical expres- 
sion and an appropriate punctuation. 

In making the selection, special regard has been had to the 
present circumstances of the church at this period of revivals and 
of religious benevolent institutions and labors. On subjects con- 
nected with these, and in Hymns appropriate to various impor- 
tant occasions, it is believed that this book will be far more co- 
pious than any one now in use. Room has been made for this 
by rejecting such pieces as, owing to faultiness in poetry, lan- 
guage, imagery, sentiment, regular movement, or animation, 
are not adapted to be sung, and would, if inserted, be nearly 
useless. 

The aim has been to give the selection throughout a suffi- 
ciently elevated character to adapt it to the purposes of public 
worship on the Sabbath, and at the same time to introduce into 
it such a variety of subjects, and such an amount of simplicity, 
warmth, and animation, as should render it suitable for use in 
all social meetings and in families. 

There has been added to the book a collection of the words 
used in the most common and useful chants, anthems, and other 
set pieces, some of them metrical and others not. 

In preparing the work the compilers suppose that they have 
had before them nearly all the important collections, and nearly 
all the good lyrical poetry contained in the English language. 
Among the materials of which free use has been made, are eight 
or ten extensive and valuable collections, and many smaller 
ones, published in England within a few years, and which have 
never been republished or for sale in this country. As the same 
Psalms and Hymns were very often found in different shapes 
in different books, it has been the aim of the compilers to take 
that edition which was best suited to musical purposes, without 
inquiring whether the Psalm or Hymn was originally written so 
or not. 

The pieces founded on each Psalm have been arranged ac- 
cording to their respective metres, and the parts are numbered 
continuously, in the manner easiest for reference. The Hymns 
have been arranged according to subjects, and are also num- 
bered through continuously, without being divided into books. 

Indexes to the first lines, to the subjects, and to the names of 
the author of each piece, when known, are given. 



Books Published by Perkins &{■ Marvin. 11 

SERMONS, delivered on Various Occasions, 
by Lyman Beecher, D. D. 

From the Sjririt of the Pilgrims. 

u No young clergyman, or theological student, should be with- 
out these Sermons. It was Locke, we believe, who recom- 
mended the study of Chillingworth to those who desired to rea- 
son. Those, who wish to clarify their perceptions, and give 
them strong utterance, who wish to think, and to make others 
think, would do well to become familiar with these Sermons." 

EXEGETICAL ESSAYS on several words 
relating to future punishment. By Moses Stuart, 
Professor of Sacred Literature in the Theological 
Seminary, Andover. 

MEMOIR of the late MRS. PATERSON, 
wife of the Rev. Dr. Paterson, St. Petersburgh. 
Containing extracts from her Diary and Corres- 
pondence. By Rev. Wm. Swan, Missionary at 
Selinginsk. 

LETTERS OF MARIA JANE JEWS- 
BURY, addressed to her young friends, to which 
is added Legh Richmond's advice to his daugh- 
ters. 

THE TEN COMMANDMENTS, briefly 
explained and enforced, in the form of question 
and answer, with Scripture Proofs. For the use 
of families and schools, of all Christian denomi- 
nations. By Luke A. SpofTord, Minister of the 
Gospel. 

DAILY FOOD FOR CHRISTIANS, being 
a promise and another Scriptural portion for 
every day in the year ; together with a verse of 
a Hymn. 



12 Books Published by Perkins &f Marvin. 

TODD'S JOHNSON'S and WALKER'S 
DICTIONARY, 8vo. royal and medium, in 
calf and sheep binding. 

SPEECHES and FORENSIC ARGU- 
MENTS, by Daniel Webster, in one volume 
8vo, in fine cloth, with a highly finished en- 
graving. 

SPEECHES on the passage of the Bill for 
the removal of the Indians, delivered in the Con- 
gress of the United States, April and May, 1830. 
In one volume, 12mo. 

AN ESSAY on the practicability of cultivat- 
ing the Honey Bee, in maritime towns and cities, 
as a source of domestic economy and profit. By 
Jerome V. C. Smith, M. D. 

From the New England Farmer. 

11 This Essay is written in a pleasing and perspicuous style 3 
it embraces a very important and interesting topic of domestic 
economy, and will be read with pleasure as well as profit by all 
whose tastes are not vitiated by luxurious habits, and time not 
engrossed by the frivolous pursuits of the votaries of dissipa- 
tion. The cost of keeping Bees is nothing, but perhaps a hive 
or two to begin with, a dark, unfurnished, empty apartment to 
serve as a work shop for the little artists, and some manual like 
that which we would now recommend to public attention, con- 
taining concise, but plain and practical rules for the manage- 
ment of the little laborers; workmen whose lives are devoted 
to our service for a compensation so trifling that the poorest cot- 
tager in the country, or tenent of a ten feet domicile in the city 
employ them by millions." 

THE THREE HISTORIES. The History 
of an Enthusiast. The History of a Nonchalant. 
The History of a Realist. By Maria Jane 
Jewsbury. 




Ms 



TREATISE 



ON THE 



EDUCATION OF DAUGHTERS 



TRANSLATED FROM THE FRENCH OF 



FENELON, 



ARCHBISHOP OF CAMBRAY. 




BOSTON: 

PUBLISHED BY PERKINS & MARVIN, 

114, Washington Streot. 

1831. 



v^ 



Entered according to act of Congress, in the year 1831, 

By Perkins & Marvin, 
in the Clerk's Office of the District Court of Massachusetts. 



r/ 



CONTENTS. 



Advertisement 5 

CHAPTER I. 
The importance of female education 8 

CHAPTER II. 
Evils of the prevalent system of education. . 15 

CHAPTER III. 
Infant education 21 

CHAPTER IV. 
Evils to be apprehended from imitation. ... 33 

CHAPTER V. 
Indirect instruction 36 

CHAPTER VI. 
The uses of history in the instruction of chil- 
dren 72 

CHAPTER VII. 
Religious instruction 86 



IV CONTENTS. 






CHAPTER VIII. 
THE SAME SUBJECT CONTINUED 112 

CHAPTER IX. 

Prevalent female defects 123 

CHAPTER X. 
The vanity of beauty and dress 132 

CHAPTER XI. 
The appropriate duties of women 143 

CHAPTER XII. 
The same subject continued 154 

CHAPTER XIII. 
Conclusion 172 



ADVERTISEMENT. 



The design of this translation, is to present 
to those who are not familiar with the language 
of the original, a work, no less recommended by 
the interesting nature of its subject, than by its 
intrinsic merits, and the high reputation of its 
author. Although one of his earliest produc- 
tions, it was the means of introducing him to the 
notice of Louis XIV., by whom, soon after its 
publication, he was appointed preceptor to the 
Duke of Burgundy. The moral transformation 
effected in the character of this young Prince, 
while under the instructions of Fenelon, affords 
at once the most convincing evidence of the 
admirable talent of his instructor, and of the 
mighty influence of a well-conducted education. 
It is, therefore, natural to suppose, that- a work 
on this subject, from one whose opinions have, 
in so remarkable a degree, the sanction of sue- 
1 



vi ADVERTISEMENT. 

cessful experiment, would be extensively circu- 
lated, and perused with no common avidity. 

The Treatise here presented to the public, 
discloses a complete system of education, at once 
philosophic in its principles, and practical in its 
details ; evincing the most profound knowledge 
of the human heart, united with original and 
comprehensive views of the nature and objects 
of education. Nor are the principles here laid 
down by any means so limited in their applica- 
tion, as the title of the work may seem to indi- 
cate. It may be asserted with confidence, that 
no one, intrusted with the responsible charge of 
guiding the youthful mind, can peruse it, without 
deriving important advantage. Especially is it 
desirable, that, in promoting the religious in- 
terests of the young, — a task, the delicacy of 
which is seldom sufficiently felt, — the method 
here developed of rendering scriptural knowledge 
attractive, should be extensively introduced. 

Those passages in the original, which, from 
their reference to doctrines and ceremonies pe- 
culiar to the church of Rome, would be, to many 
readers, either unintelligible, or productive of 
erroneous impressions, are here omitted. It is 
no slight evidence of the exalted genius and 



ADVERTISEMENT. vii 

rational piety of the Archbishop of Cambray, 
that though a prelate of the Catholic Church in 
the 17th century, he has left in his numerous 
writings so few sentiments in the least degree 
uncongenial with a purer religion and a more 
enlightened age. 

In different parts of this work, especially in 
the first and twelfth chapters, a few passages 
occur, doubtless more appropriate to the circum- 
stances of the time when it was written, than to 
the present period ; these, however, are generally 
retained, from the wish to impair, as little as 
possible, the fidelity of translation. 

W. C. D. 



A TREATISE 



ON THE 



EDUCATION OF DAUGHTERS. 



CHAPTER I. 

THE IMPORTANCE OF FEMALE EDUCATION. 

Female education is generally very much 
neglected ; the whole management of it is 
often left to the direction of custom and 
maternal caprice. It is even a prevalent 
opinion, that little instruction is requisite for 
the female sex. The education of boys, is 
esteemed an affair of the highest importance, 
in relation to the community ; and, although 
this is scarcely less defective than that of 
girls, there is at least a persuasion that great 
care is necessary to ensure its success. The 
most eminent men have been assiduous in 
1* 



10 FEMALE EDUCATION. 

giving information and devising plans to ac- 
complish this object. Instructors and col- 
leges are numerous. Great expenses are 
incurred for books, for scientific researches, 
for methods of learning the languages, and 
for the choice of professors. It is true, that 
this grand array of means has often more of 
show than of real value ; still, it indicates 
that the education of boys is viewed of great 
importance. With respect to girls, it is said, 
" it is not necessary that they should become 
learned ; curiosity renders them vain and af- 
fected ; it is sufficient, that they should know 
how to manage household affairs, when the 
occasion is presented, and to obey their 
husbands without arguing." This position 
is strengthened by reference to numerous 
instances of women whom science has ren- 
dered ridiculous. Hence it is inferred that 
girls may be implicitly confided to the direc- 
tion of ignorant and indiscreet mothers. 

It is true that the idea of making them 
conceited pedants, should be viewed with 
apprehension. Women have usually minds 



ITS IMPORTANCE. \\ 

more feeble, as well as more inquisitive, than 
men ; it would, therefore, be injudicious to 
occupy their attention with studies in which 
they might become too much absorbed ; they 
are not destined either to govern the State, 
or to carry on war, or to minister in sacred 
things ; they may therefore dispense with ac- 
curate investigation of subjects connected with 
politics, with the military art, jurisprudence, 
philosophy, and theology. Nearly all the me- 
chanic arts are likewise unsuitable to them ; 
they are formed for moderate exercises. 
Their corporeal, as well as their mental pow- 
ars, are less vigorous and patient of fatigue, 
than those of the other sex. On the other 
hand," nature has assigned to them, industry, 
neatness, and economy, to engage them in 
the tranquil occupations of their appropriate 
sphere. 

But what follows from their natural weak- 
ness ? Only a stronger obligation to strengthen 
and support them. Have they not duties to 
perform, — duties which lie at the very foun- 
dation of all human society ? Does it not 



12 FEMALE EDUCATION. 

depend on them, whether families shall he 
established or ruined ? Are they not called 
to regulate the detail of domestic affairs, and, 
consequently, to decide on that which most 
deeply concerns the whole community ? In 
this way they exercise a predominant influ- 
ence, either good or evil, in forming the 
morals of society. A discreet, diligent, and 
religious woman, is the presiding genius of a 
great family ; she establishes in it the order 
essential to temporal prosperity, and spiritual 
advancement. It is even true, that men, who 
have all the authority in public affairs, cannot, 
by their deliberations, effect any real good, 
without the aid of female influence to carry 
their designs into execution. 

Society is not a mere mental abstraction ; 
it is the aggregate of all the families com- 
posing it ; and who can manage the domestic 
policy of a family with more accurate atten- 
tion than women, who, beside their natural 
authority and their assiduity at home, have 
also the advantage of being naturally disposed 
to be careful, attentive to detail, industrious, 



ITS IMPORTANCE. 13 

engaging, and persuasive ? And can men 
expect to enjoy any delight in life, if their 
most intimate connection, that of marriage, 
prove a source of unhappiness ? What will 
be the fate of children, who are soon to con- 
stitute, in their turn, the whole community, 
if from their earliest years, they are made 
the victims of maternal indulgence ? 

Such then are the appropriate duties of 
woman ; — duties scarcely less necessary to 
the public welfare, than those of men, since 
it devolves on her to regulate domestic con- 
cerns, to promote the happiness of her hus- 
band, and to bestow a good education on 
her children. Consider also that virtue per- 
tains not less to women than to men ; and if 
we cease to contemplate them as influencing 
society, they are still half of that human 
family, redeemed by the blood of Jesus 
Christ, and destined to an immortal life. 

In fine, we should consider, beside the 
good which they accomplish, when well in- 
structed, the evil which they cause in the 
world, when destitute of a virtuous education. 



14 FEMALE EDUCATION. 

It is certain that the bad education of women 
produces more evil than that of men, since 
the excesses of men often spring, both from 
the vicious education received from their 
mothers, and from the passions with which 
other women have inspired them, before they 
have arrived at mature years. 

What intrigues are presented us in history — 
what subversion of the laws and of morals — 
what bloody wars — what innovations hostile 
to religion — what revolutions in the state — all 
arising from female depravity and licentious- 
ness ! Such are the considerations which 
show the importance of correct female edu- 
cation ; let us now consider the means by 
which it may be effected. 



CHAPTER II. 

EVILS OF THE PREVALENT SYSTEM OF EDUCATION. 

That young persons should be oppressed 
with ennui, and should not know with what to 
employ themselves, is the natural result of their 
ignorance. When a child has arrived at a 
certain age, without applying herself to affairs 
of real importance, she can have no taste for 
them ; whatever is serious, to her appears 
gloomy ; whatever requires protracted atten- 
tion, fatigues her ; the inclination to pleasure, 
which is strong during youth, the example of 
persons of her own age, who are immersed 
in dissipation, — all serve to inspire her with 
an aversion to a sober and laborious life. At 
this early period, she is wholly destitute of the 
experience and authority requisite for the 



16 FEMALE EDUCATION. 

management of domestic affairs ; she does 
not even know the importance of applying 
herself to them, unless her mother may have 
taken care to point it out particularly to her 
observation. If her family is of high rank, 
she will be exempt from the necessity of 
manual labor ; she will, indeed, be occupied 
during a few hours in the day, because it is 
said, she knows not why, that it is genteel for 
ladies to work ; but often, it will be but a re- 
straint, and she will not accustom herself to 
any serious occupation. 

In this condition, what shall she do ? The 
society of a mother who watches her, who 
reprimands her, who thinks that to educate 
her properly consists in never excusing her 
defects, who wears a sad countenance in her 
company, who makes her endure her whims, 
who appears always oppressed with domestic 
cares, is to her in the highest degree dis- 
heartening and repulsive. At the same time, 
she has around her females of an artful and 
flattering disposition, who, seeking to insinu- 
ate themselves into her affections by base and 



PREVALENT EVILS. 17 

pernicious complaisance, accommodate them- 
selves to all her humors, and converse on every 
subject which can excite in her mind a dis- 
taste for what is good ; religion appears to 
her a tiresome formality, a system at war 
with every pleasure. In what way, then, will 
she employ herself? In nothing useful. This 
indolence gradually becomes an incurable 
habit. 

Here then is a void which we cannot ex- 
pect to fill with what is of real value ; trifles 
must therefore intrude. In this want of oc- 
cupation, the child abandons herself to idle- 
ness ; and idleness, which is a languor of the 
soul, is an inexhaustible source of ennui. 
She accustoms herself to sleep one third 
longer than would be necessary to maintain 
perfect health. This protracted sleep serves 
only to enervate, to render her more delicate, 
and more exposed to the attacks of sickness ; 
while, on the other hand, moderate repose, 
accompanied with regular exercise, produces 
cheerfulness, vigor, and strength ; — qualities 
which, doubtless, constitute the true perfection 
2 



18 FEMALE EDUCATION. 

of the animal system, at the same time that 
they are essential to the full development of 
the intellectual powers. 

From this languor and inactivity, united 
with ignorance, there springs a morbid sensi- 
bility in relation to shows and diversions. 
Here, too, we find the source of a vain and 
insatiable curiosity. 

Those whose minds are well informed, and 
who are occupied with pursuits of real im- 
portance, are usually free from an inordinate' 
curiosity. What they know, inspires in their 
minds a contempt for much of which they are 
ignorant ; they see the worthlessness and ab- 
surdity of most of those things which persons 
of narrow views, who know nothing, and have 
nothing to do, are eager to learn. 

On the contrary, uninstructed and ignorant 
girls are always possessed of an erratic imagi- 
nation. For want of solid nourishment, all 
the ardor of their curiosity is directed toward 
vain and dangerous objects. Those who are 
not without talent, often devote themselves 
entirely to the perusal of books which tend 



PREVALENT EVILS. 19 

to cherish their vanity ; they have a passion- 
ate fondness for novels, plays, narratives of 
romantic adventures, in which licentious love 
occupies a prominent place ; in fine, by ha- 
bituating themselves to the high-flown lan- 
guage of the heroes of romance, their heads 
are filled with visionary notions. In this way, 
they even render themselves unfit for society ; 
for all these fine sentiments, these generous 
passions, these adventures which the author 
of the romance has invented to gratify the 
imagination, have no connection with the true 
motives that excite to action and control the 
interests of society, or with the disappoint- 
ments invariably attendant on human affairs. 

A poor girl, full of the tender and the mar- 
vellous, which have charmed her in the peru- 
sal of such works, is astonished not to find in 
the world real characters resembling these 
heroes ; she would wish to live like those 
imaginary princesses, who in the fictions of 
romance are always charming, always adored, 
always placed beyond the reach of necessary 
duties. What must be her disgust, when 



20 FEMALE EDUCATION. 

compelled to descend from these flights of 
fancy to the humble details of domestic life ! 

There are some who cany this inquisitive 
spirit still farther, and undertake, however 
incompetent they may be, to decide on points 
in religion ; but those who have not sufficient 
enlargement of mind to indulge in a curiosity 
of this kind, fix upon other subjects propor- 
tioned to their capacities ; they eagerly desire 
to know everything that is said or done ; — a 
song, a story, an intrigue, is always welcome ; 
they are fond of receiving letters, and of 
reading those which others receive ; they 
wish to hear and to repeat everything ; they 
are vain, and vanity renders them loquacious ; 
they are inconsiderate, and levity prevents 
those reflections that would often make them 
silent. 



CHAPTER III. 



INFANT EDUCATION. 



In the application of a remedy to all these 
evils, it is of vast importance that the educa- 
tion of girls should commence in their earliest 
infancy. This first period, which is resigned 
to the charge of injudicious, and, sometimes, 
of profligate females, is, notwithstanding, that 
in which the deepest impressions will be 
made, and which, consequently, has an im- 
portant bearing on their whole future life. 

Before children are completely able to 
speak, they may be prepared for instruction. 
This may perhaps appear an extravagant 
assertion ; but to render it credible, it is only 
needful to consider how an infant is em- 
ployed, while it is yet unable to talk. It is 
2* 



22 FEMALE EDUCATION. 

learning a language which it will soon speak 
with more correctness than scholars are able 
to attain in speaking the dead languages, 
which they have studied with so much labor 
in the most mature age. Now, in what con- 
sists the process of learning a language ? Not 
merely in committing to memory a great 
number of words, but also in observing the 
meaning of each word in particular. The 
infant, says St. Augustine, in the midst of its 
cries and its sports, observes of what object 
each word is the sign ; this it does, some- 
times by considering the natural motions 
which point out. the subjects of conversation, 
and sometimes by remarking the frequent 
repetition of the same word, to signify the 
same object. It is true that the mental con- 
stitution of infants gives them a wonderful 
facility of impression from sensible objects ; 
but, surely, steady attention must be requisite, 
to distinguish these objects from each other, 
and to give to each its appropriate term. 

Consider also, how, from this tender age, 
children seek those who gratify them, and 



IN INFANCY. 23 

avoid those who place them under restraint; — 
how well they know when to cry, and when 
to be silent, in order to obtain the object of 
their wishes ; how much artifice and jealousy 
they already begin to discover. 

It may then be assumed as a principle, 
that children know more than is ordinarily 
imagined ; it is in your power, therefore, to 
communicate to them, through the medium 
of words, assisted by tones and gestures, the 
inclination to be with virtuous persons, rather 
than with others for whom they might be 
in danger of contracting a fondness. You 
may, beside, by a different expression of 
countenance, and by the tone of your voice, 
represent to them the horror with which you 
regard those whom they have seen in a fit of 
passion, or guilty of any other excess ; you 
can also assume a gentler tone and a more 
benignant aspect, to signify to them your 
admiration for any instances they may have 
seen of wisdom and modesty. I do not 
notice these things as being of great impor- 
tance, but simply to show that these early 



24 FEMALE EDUCATION. 

dispositions should not be neglected ; and 
that this mode of seasonably prepossessing 
their minds, has imperceptible consequences 
which facilitate the work of education. 

If any one still doubts whether these first 
prejudices have any power over men, let him 
only observe how lively and affecting, even 
in advanced age, are the recollections of 
what we loved in infancy. If, instead of 
inspiring children with vain fears of appa- 
ritions and spirits, which, by making too 
powerful an impression, only enfeeble their 
sensitive and tender minds, — instead of per- 
mitting them to follow all the fancies of their 
nurses respecting what they ought to love or 
to shun, it were our uniform endeavor to 
give them a pleasing idea of what is good, 
and a frightful idea of what is evil, this pre- 
possession would ever after facilitate their 
practice of all the virtues. But the common 
practice is the very reverse of this. A cler- 
gyman dressed in black, is held up to them 
as an object of dread ; death is never men- 
tioned but for the purpose of terrifying them ; 



IN INFANCY. 25 

they are told that the dead return by night in 
frightful forms ; — all this serves only to ren- 
der the mind feeble and timid, and to preju- 
dice it against the best things. 

It is of great importance, in the first years 
of infancy, to consult the health of children, 
to invigorate their constitutions by a well 
chosen and simple diet, to regulate their 
meals, so that they may eat every day at 
nearly the same hours, — that they may not 
eat at other times, as this serves to overload 
the stomach, while the digestion is incom- 
plete, — that they taste no high-seasoned food 
to excite them to eat more than is needful, 
and to render distasteful such nourishment as 
is more favorable to their health ; — in fine, 
that they may not be served with too many 
•different things, for a variety of successive 
dishes stimulates the appetite, after the real 
necessity of eating has ceased. 

It is, however, of still higher importance, 
not to press instruction on the mind, till its 
powers have acquired sufficient strength ; — to 
avoid every thing which may rouse the pas- 



26 FEMALE EDUCATION. 

sions 5 and gradually and gently to accustom 
children to be deprived of things for which 
they have manifested extreme eagerness, that 
they may never too confidently expect to ob- 
tain what they desire. However unfavorable 
the natural disposition of children may be, 
they may in this way be rendered docile; pa- 
tient, firm, cheerful, and mild ; while, on the 
other hand, if this early age is neglected, 
they become restless and impatient through 
their whole lives ; the passions are violent, 
habits are formed ; the body still tender, and 
the mind yet unbiassed toward any object, 
take a wrong direction, which is the source 
of a thousand excesses in future life. 

When they have arrived at that period in 
which the reasoning faculty is fully developed, 
every word that is addressed to them should 
tend to make them love truth, and to inspire 
in them the greatest contempt for every 
species of dissimulation. We should there- 
fore avoid making use of any false pretence 
for the sake of appeasing them, or of making 
them comply with our wishes ; in this way, 



IN INFANCY. 27 

We only teach them a cunning which they 
never forget; as far as possible, they should 
be led by reason. 

But let us examine particularly the condi- 
tion of children, that we may see more in 
detail what is suited to their state. Their 
mental powers are still feeble, and their in- 
tellects unfurnished ; they know nothing, 
every thing is new ; they are extremely 
susceptible of impression; the surprise of 
novelty renders it easy to excite their curios- 
ity and admiration. Such a constitution, 
united with a natural warmth of temperament, 
produces in them a desire to be constantly in 
motion ; hence arises that restlessness, habit- 
ual in children, who can never fix their atten- 
tion on any object, or remain quiet in any 
place. 

On the other hand, as children do not 
know how to think or act for themselves, they 
notice every thing, and say little, unless 
others injudiciously accustom them to be 
talkative. It is often the case, that the plea- 
sure that we wish to derive from pretty chil- 



28 FEMALE EDUCATION. 

dren, spoils them; we encourage them to 
say whatever comes into their minds, and to 
speak of things respecting which they have 
as yet no distinct knowledge ; and hence they 
retain during their whole lives the habit of 
judging with precipitation, and of speaking, 
on subjects of which they have no clear ideas. 
Few mental characteristics are more inauspi- 
cious than habits of this kind. This pleasure 
that we wish to derive from children, has 
still another pernicious effect ; they perceive 
that they are regarded with satisfaction, that 
every thing that they do is observed, that 
they are listened to with pleasure. In this 
way they are led to believe that every one 
will always be devoted to them. 

During this period, in which they are uni- 
formly flattered, and in which they know 
nothing of contradiction, they conceive cer- 
tain visionary hopes which prepare for them 
innumerable disappointments in future life. 
I have seen children who thought that they 
were always spoken of, when others con- 
versed privately, because they had observed 



IN INFANCY. 29 

that this was not unfrequently the case. They 
imagined that everything in them was extra- 
ordinary and worthy of admiration. Children 
then should receive proper attention, without 
being led to discover that we are constantly 
observant of them. Show them that your 
attention to their conduct arises from friend- 
ship, and the need of care to keep them from 
what is wrong, and not from admiration of 
their genius. Be content to instruct them 
gradually, whenever opportunities naturally 
arise ; for even if you could greatly advance 
the education of children without tasking 
their powers too severely, it should still be 
remembered, that the danger of their becom- 
ing vain and presumptuous is always greater 
than the fruit of these premature educations 
which are so much extolled. 

We should be content to follow nature, and 
to assist her operations ; children know little, 
they should not be pressed to talk ; but as 
they are ignorant of many things, they have 
many questions to ask ; and, in fact, they are 
naturally inclined to be inquisitive. It is 
3 



30 FEMALE EDUCATION. 

enough to answer their questions correctly, 
sometimes adding certain little comparisons, 
so as to render your explanations more easily 
understood ; if they form a judgment of any 
thing without a good knowledge of it, it 
would be well to puzzle them with some new 
question, that they may see their fault with- 
out being too rudely confounded ; at the 
same time, show them, not by unmeaning 
flattery, but by some real mark of esteem, 
that you approve them, when they doubt, and 
when they inquire into what they do not 
know, much more than when they make even 
the most correct decisions. This is the true 
method of fixing in their minds, together with 
great politeness, an unaffected modesty, and 
a contempt for those disputes which are so 
common among young persons who have very 
little information. 

As soon as their reasoning powers appear 
somewhat strengthened, it is proper to make 
use of their experience to guard them against 
presumption. You may say to them, "You 
see that you are wiser now than you were a 



IN INFANCY. 31 

year ago ; a year hence, you will know many 
things that you are not capable of under- 
standing now. If last year you had wished 
to judge of things that you know now, but 
were ignorant of then, you would doubtless 
have formed a very incorrect opinion of them. 
You would have been very unwise, had you 
attempted to understand what was entirely 
above your capacity. Now there are many 
things of which you are still ignorant. At 
some future time you will perceive how im- 
perfect are your present judgments. You 
should therefore place the greatest confidence 
in the counsels of persons who judge now as 
you will yourselves, when you come to pos- 
sess their age and experience." 

The curiosity of children is a natural pro- 
pensity which opens the way, as it were, for 
their instruction ; do not fail to take advan- 
tage of it. For instance, while riding in the 
country, they may chance to see a mill, and 
they wish to know what it is ; you can then 
show them how the food that nourishes us is 
prepared. They observe some reapers, and 



32 FEMALE EDUCATION. 

you can explain what they are doing, how 
wheat is sown, and how it multiplies in the 
ground. In the city, they see shops in which 
various trades are carried on, and where dif- 
ferent articles are sold. Never be tired of 
their questions ; these are the openings that 
nature offers you to facilitate the work of in- 
struction ; show that they give you pleasure ; 
in this way, you will insensibly teach them 
how all those things are done, that are useful 
to men, and that lie at the foundation of com- 
merce. By degrees, without any particular 
formal study, they will be acquainted with 
the proper method of doing necessary work, 
and the ordinary price of different articles ; — 
a kind of knowledge which is the true basis 
of economy. Information of this kind, which 
ought not to be despised by any one, (since 
all need to avoid being deceived with respect 
to their expenses,) is especially necesssary 
for females. 



CHAPTER IV. 

EVILS TO BE APPREHENDED FROM IMITATION. 

The ignorance of children who have as yet 
formed no habits, renders them susceptible of 
every impression, and disposes them to imi- 
tate every thing which they see ; it is there- 
fore of the highest importance that good 
models should be before their eyes. None 
should be permitted to approach them, but 
those whose examples are worthy of imita- 
tion ; but as it is impossible that they should 
not see some improprieties, they should sea- 
sonably be led to observe the folly of certain 
vicious and profligate persons, whose reputa- 
tions are already irretrievably lost ; we should 
show them how miserable, how despised, and 
how worthy to be so, are those who abandon 
3 * 



34 FEMALE EDUCATION. 

themselves to the impulse of their passions, 
and neglect to cultivate their reason. Thus, 
without forming the habit of mimicry, their 
taste may be cultivated, and they may be 
made sensible of what constitutes propriety ; 
we should not be deterred from apprising 
them in general of certain faults, even by the 
fear of opening their eyes to the foibles of 
some whom they ought to respect ; for, be- 
side that it is not to be expected, and is not 
just, that they should be kept in ignorance on 
these subjects, the surest method of retaining 
them in their duty is to convince them that 
we must tolerate the defects of others, — that 
we should not decide upon these on slight 
grounds, — that they often appear greater than 
they really are, — that they are counterbal- 
anced by good qualities, — and that, as nothing 
on earth is perfect, we should admire what is 
most free from imperfection. In fine, though 
such instructions should be reserved till re- 
quired by necessity, we should impart to them 
correct principles, and preserve them from 
imitating the evil that is before their eyes. 



BAD EXAMPLES. 35 

We should prevent them from mimicing 
those who render themselves ridiculous ; for 
this species of farce and burlesque has in it 
something mean and contrary to noble and 
generous sentiment. Children are in danger 
of contracting this habit, because the warmth 
of their imaginations and the pliancy of their 
bodies, as well as their natural gaiety, make 
it easy for them to assume every variety of 
form to represent what appears to them ludi- 
crous. This proneness to imitation, common 
in children, is productive of countless evils, 
when they are consigned to the charge of 
persons destitute of virtue, who feel scarcely 
any constraint in their presence. But, by 
means of this propensity in children, God has 
given us the power of easily inclining them 
to the practice of every virtue which is placed 
in their view. Often, without even speak- 
ing, we have only to make them observe in 
another, what we wish of them. 



CHAPTER V, 

INDIRECT INSTRUCTION, 

I believe that it is often useful to have 
recourse to that indirect instruction, which is 
not so wearisome as lessons and admonitions, 
simply for the purpose of awakening the at- 
tention of children to the examples which are 
placed in their view. 

Some one might occasionally in their pres- 
ence ask another, " Why do you do this ?" 
and the other might reply, " I do it for such 
a reason." For instance,—" Why did you 
confess your, fault?" — "Because I should 
have committed a greater one, if I had 
basely disclaimed it by a falsehood, and be- 
cause nothing is more honorable than to say 
frankly, — * I have done wrong.' " Then the 



INDIRECT INSTRUCTION. 37 

first might commend the one who accused 
herself; but it must all be done in a simple 
and natural manner, for children have more 
penetration than most are aware ; and from 
the moment that they discover anything of 
artifice in those who have the management of 
them, they lose their natural simplicity and 
confidence. 

It has been already remarked that chil- 
dren are very susceptible of impressions, and 
that the most lively images of sensible objects 
are formed in their minds. This favorable 
opportunity for fixing impressions should be 
seasonably improved ; but in a receptacle so 
narrow and yet so precious, nothing should be 
deposited that is not of the choicest kind ; we 
should remember that at this age we ought 
not to instil any thing into the mind, that we 
are not desirous should continue there during 
the whole life. The deepest impressions 
upon our minds are those which are made in 
early life ; hence it is, that the aged remem- 
ber distinctly the events which occurred in 
their youth, although remote, while their 



38 



FEMALE EDUCATION. 



recollections of recent occurences are less 
vivid, because, when they took place, the 
mind had already lost its first quickness of 
perception, and was also replete with other 
ideas. 

Though reasonings of this kind are listened 
to, they scarcely gain assent. It is however 
true that men often, though unconsciously, 
reason in precisely the same manner. Is it not 
said every day, " I have formed my habits, I 
am too old to change them, — I was brought up 
in this way of thinking "? Beside, do we not 
derive a singular pleasure from the remem- 
brances of our youth ? Are not our strongest 
inclinations those which were contracted at 
that tender period ? Now all this proves 
that the earliest habits are the most deeply 
rooted. Although infancy is peculiarly im- 
pressible, it is not equally adapted to reason- 
ing. Constant motion effectually prevents all 
close application. 

The mind of a child is like a candle lighted 
in a place exposed to the wind. Its light is 
always wavering. The child puts a question 



INDIRECT INSTRUCTION. 39 

to you, and before you answer, her eyes wan- 
der to the ceiling, she counts all the figures 
on the paper, or the panes of glass in the 
windows ; if you wish to recall her to her 
first object, you constrain her as really as if 
you confined her in a prison. You must 
therefore consult her capacity, till her intel- 
lectual powers are strengthened j be prompt 
in answering her questions, and permit her 
to propose others, just as she chooses. En- 
deavor simply to gratify her curiosity, and 
store a mass of good materials in her memory. 
The time will come, when these materials 
will mingle of themselves,, and, as the mind is 
invigorated, the child will commence the pro- 
cess of reasoning. In the mean time, con- 
fine yourself simply to setting her right, when 
she reasons incorrectly, and to making her 
understand, without precipitation and as she 
gives you opportunity, what it is to draw a 
correct conclusion. 

Permit children to play, and mingle in- 
struction with their sports ; let wisdom dis- 
play herself only at intervals, and with a smil- 



40 FEMALE EDUCATION. 

ing aspect ; avoid fatiguing them by a rigor- 
ous and indiscreet exactness. If children form 
sad and melancholy ideas of virtue, if irregu- 
larity and licentiousness present themselves 
under an agreeable aspect, all is lost, you 
labor in vain. Never suffer them to be flat- 
tered by weak and profligate people. It is 
natural to love the manners and sentiments of 
those for whom we have contracted a fond- 
ness ; the pleasure that is at first experienced 
in the society of licentious persons, gradually 
produces an esteem for what in them is really 
deserving of contempt. 

In order to render persons of virtuous 
character agreeable to children, make them 
observe whatever amiable and engaging quali- 
ties they may possess ; — their sincerity, their 
modesty, their disinterestedness, their fidelity, 
their discretion, but, above all, their piety, 
which is the source of all the rest. If any 
one of this class, is possessed of qualities 
which are not pleasing, tell them that piety 
does not occasion these defects : that, on the 
contrary, where it exists in an eminent de- 



INDIRECT INSTRUCTION. 41 

gree, it removes, or, at least, softens them. 
After all, it is not necessary to resolve to 
make children fond of certain pious persons 
whose exterior is displeasing. 

However watchful you may be to show 
them only the bright side of your own char- 
acter, do not expect that they will discover 
in you no defect 5 often they will detect your 
most trivial errors. St. Augustine informs 
us that he had remarked from his infancy the 
vanity and pedantry of his instructors. You 
will find it of the greatest utility and impor- 
tance to know your own faults, as well as the 
child can know them, and for this purpose, to 
obtain the aid of a few sincere friends. It is 
generally the case that those who have the 
superintendence of children, show them no 
favor with respect to their faults, but view 
their own failings with great lenity. This 
excites in children a spirit of malignant criti- 
cism, so that, when they discern any imper- 
fection in their governess, they are delighted 
with the discovery, and seek only to show 
their disregard for her. 
4 



42 FEMALE EDUCATION. 

Avoid this evil ; never fear to speak of the 
defects visible in you, and of the faults you 
may have committed in presence of the chil- 
dren under your care ; if you find them 
capable of reasoning on the subject, tell them 
that you wish to show them the example of cor- 
recting their faults, by correcting your own. 
In this way, you will draw from your very im- 
perfections, expedients by which you may 
instruct and improve them, and encourage 
them to correct their faults ; at the same 
time, you will avoid exciting that disregard 
and aversion toward yourself, with which 
your failings might otherwise inspire them. 

Every method should be taken to make 
what you require of them agreeable ; if you 
have anything unpleasant to propose, make 
them understand that the pain will be soon 
followed by the pleasure ; show them the 
utility of what you teach ; make them see the 
advantage of it, with reference to the inter- 
course of life and the duties of different 
stations and offices. Otherwise study will 
appear to them useless and vexatious labor, 



. 



INDIRECT INSTRUCTION. 43 

unconnected with the business of life. " Of 
what use can it be," say they within them- 
selves, " to learn all these things that are 
never mentioned in conversation, and that 
have nothing to do with common occupations ?" 
They should have a reason assigned for all 
their studies. " This is designed," you may 
say to them, " to give you the ability to per- 
form well, what, at some future time, it will 
be necessary for you to do, — to form your 
judgment, — to accustom you to reason cor- 
rectly on all the circumstances of life." You 
should always present to them an important 
and pleasing object, to encourage them in 
labor, and should never attempt to compel 
them by a severe and absolute exertion of 
authority. 

As their reason improves, you can more fre- 
quently converse with them on the system of 
education proper for them, not to follow im- 
plicitly their sentiments, but to profit by them 
when they discover their true situation, and the 
advancement which they have made, as well as 
to test their discernment, and give them a rel- 



44 FEMALE EDUCATION. 

ish for all the studies in which they are engaged. 
Never assume, unless from absolute neces- 
sity, an austere and imperious air, as this in- 
variably terrifies children. This is frequently 
mere affectation and pedantry in those who 
have the management of the young ; for, as 
to children, they are generally injured by 
their own timidity and bashfulness. By 
adopting such a course, you would close the 
avenues to their hearts, and remove that con- 
fiding trust which is so essential in conduct- 
ing the work of education. Gain their affec- 
tions ; let them be free with you, and not 
dread to let you perceive their faults. To 
attain this end, be indulgent to those who 
never wear any disguise in your presence ; 
appear neither surprised nor irritated by their 
wrong inclinations ; on the contrary, be favor- 
able to their weaknesses ; it is true that this 
inconvenience will sometimes result, that they 
will be less restrained by fear ; but, when 
every thing is taken into view, confidence and 
sincerity are more useful to them than rig- 
orous authority. 



INDIRECT INSTRUCTION. 45 

It must be admitted, however, that, if con- 
fidence and persuasion are not sufficient, re- 
course must be had to authority ; but it is 
proper to begin by an open, cheerful, and 
familiar conduct, without meanness, as you 
may in this way see children act in their 
natural character, and thus may obtain a 
thorough knowledge of their dispositions. 
Indeed, though you should even reduce them, 
by the exercise of authority, to observe all 
your rules, your object would not be accom- 
plished ; every thing would be changed into 
a formal and oppressive routine, and perhaps 
into hypocrisy; you would make that dis- 
tasteful, which it should be your great object 
to render pleasing. 

If the wise man has recommended to pa- 
rents to keep children constantly in subjection ; 
if he has said that the father who, in the 
management of his children, seeks only 
amusement, will eventually be sorrowful ; it is 
not his design by any means to condemn a 
gentle and patient mode of conducting edu- 
cation. He censures only those weak and 
4* 



46 FEMALE EDUCATION. 

inconsiderate parents, who gratify the pas- 
sions of their children, and who, during in- 
fancy, desire only to be amused by them, 
while they indulge them in every species of 
excess. 

The necessary conclusion then is, that 
parents should always preserve authority to 
enforce obedience, since there are some dis- 
positions that can be subdued only by fear ; 
still, I repeat the assertion, this method should 
never be adopted, but when all other means are 
unavailing, A child being actuated solely by 
her imagination, and associating in her mind 
those things that are presented to her view 
in connection with each other, hates study 
and hates virtue, because she is prepossessed 
with an aversion toward the person who re- 
commends them to her. Hence arises that 
melancholy and even frightful idea of piety, 
which she retains during her whole life ; and 
this is often the only remaining vestige of a 
severe education. It is often necessary to 
tolerate things which need to be amended, 
and to wait for the favorable moment when 



INDIRECT INSTRUCTION. 47 

the child will be disposed to profit by re- 
proof. Never reprimand a child in the first 
impulse of excited feeling, either on her 
part, or on yours. If you do, while irritated 
yourself, she perceives that you act with pas- 
sion and precipitation, and not with reason 
and friendship ; you are in danger of entirely 
losing your authority. If you reprimand, 
while the child is in ill humor, her mind is 
not in a proper state to acknowledge her fault, 
to overcome her passion, or to feel the im- 
portance of your advice; you even expose 
her to lose the respect that she owes you. 
Always make her sensible that you retain your 
self-possession ; nothing will afford so convinc- 
ing proof of this as your patience. Watch 
every opportunity for several days, if neces- 
sary, in order that reproof may be well-timed. 
Do not speak to the child of her fault, with- 
out at the same time suggesting some way of 
overcoming it ; in this way you will avoid the 
chagrin and disappointment which unmitigated 
reproof always occasions. If we find a child 
in some degree reasonable, I believe we 



.48 FEMALE EDUCATION. 

should insensibly lead her to request us to 
tell the faults to which she is prone. In this 
way she may be told of them without painful 
excitement ; but take the precaution not to 
speak to her of more than one at a time. 

It should always be considered that chil- 
dren have feeble minds, that their age ren- 
ders them desirous only of pleasure, and that 
an exactness and sobriety are often demanded 
of them, of which those who require it would 
be themselves incapable. There is even a 
dangerous impression of sadness and melan- 
choly made upon their ardent temperaments, 
from talking to them continually of words 
and things which they do not in the least 
understand ; they find no liberty, no cheer- 
fulness, nothing but the lesson, silence, a 
constrained posture, correction, and threats. 

The ancients understood this thing better. 
It was through the pleasing medium of poetry 
and music that the principal sciences, the 
maxims of virtue, and the refinements of man- 
ners, were introduced among the Hebrews, 
the Egyptians, and the Greeks. Those who 



INDIRECT INSTRUCTION. 49 

have read little, find it difficult to believe 
this, so far removed is it from our customs ; 
but no one who knows anything of history, 
can doubt that it was the prevalent method 
for many centuries ; and we may at least 
endeavor, in our times, to mingle the useful 
and the agreeable, as far as is in our power. 

But though we can scarcely expect always to 
avoid having recourse to authority in the man- 
agement of the generality of children, whose 
natural dispositions are rude and untractable, 
we should nevertheless resort to this method 
only after having patiently tried all other reme- 
dies. Children should always be made to 
understand distinctly what it is that we require 
of them, and in what way we shall be satisfied 
with them ; for it is of great importance that 
their ordinary disposition should be cheerful 
and confiding ; otherwise, their understand- 
ings are clouded, and their spirits depressed ; if 
possessed of quick feelings, they are irritated ; 
if weak and timid, they are rendered stupid. 
Fear resembles those violent medicines that 
are used in extreme cases ; they remove the 



50 FEMALE EDUCATION. 

disease, but at the same time they impair the 
constitution and enfeeble the whole frame ; a 
mind led by fear is always feeble. 

Although to threaten often without punish- 
ing, tends to make menaces contemptible, it 
is still proper to inflict punishment less fre- 
quently than it is threatened ; if chastisements 
be necessary, the pain should be as slight as 
possible, but accompanied with every circum- 
stance suited to fill the child with shame and 
remorse. For instance, show her all that you 
have done to avoid this extremity ; appear 
much afflicted with it ; converse with other 
persons in her presence on the misfortune of 
those who have not reason and honor enough 
to keep them from the necessity of being 
punished; withdraw your accustomed marks 
of friendship, till you perceive that she needs 
to be consoled; render this punishment pub- 
lic or private, according as you judge that it 
will be more useful to the child to occasion 
her great mortification, or to show that you 
spare her feelings; reserve this public dis- 
grace for the last extremity ; get the assis- 



INDIRECT INSTRUCTION. 51 

tance of some judicious person who can com- 
fort the child, can say to her what you could 
not with propriety say yourself, can alleviate 
her sense of shame, and dispose her to return 
to you ; and to whom she can open her heart 
more freely than she would venture to do in 
your presence. Especially make it appear 
that you require only necessary submission ; 
endeavor to lead her to condemn herself, to 
do it voluntarily, and to leave nothing for you 
to do, but to soften the severity of her afflic- 
tion. General rules should however be ac- 
commodated to particular necessities. Dif- 
ferent individuals, especially children, do not 
always possess the same dispositions and 
feelings ; it is also true that what is good 
to-day, is hurtful to-morrow ; a perfect uni- 
formity of method cannot be useful. 

It is generally advantageous to impose as 
few formal lessons as possible ; a vast variety 
of information, even more useful than lessons, 
can be communicated in cheerful and familiar 
conversation. I have seen several children 
who have learned to read, while engaged in 



52 FEMALE EDUCATION. 



play ; it was simply necessary to relate, in 
their presence, some entertaining story taken 
from a book, and to make them insensibly 
learn the letters ; afterward they are them- 
selves eager to repair to the source from which 
they have obtained so much gratification. 

There are two things extremely prejudicial ; 
— the method of making them learn to read at 
first what they are wholly unable to under- 
stand, and thus taking away all the pleasure 
of reading ; — and that of wishing to accustom 
them to pronounce with a forced and ridicu- 
lous emphasis. You should give them a book 
handsomely bound and gilt, well printed, and 
ornamented with fine pictures. Whatever 
pleases the fancy, facilitates study ; endeavor 
to choose a book full of short and wonderful 
stories ; when this is done, there need be no 
apprehension with respect to the child's 
learning to read ; you should even avoid fa- 
tiguing her by requiring accuracy ; let her 
pronounce naturally, just as she speaks ; a 
different tone is always bad, and savors of 
scholastic declamation ; as her lungs grow 






INDIRECT INSTRUCTION. 53 

Stronger, and the habit of reading becomes 
more fixed, she will easily read with more 
grace and distinctness. 

A similar method should be adopted in 
teaching her to write ; when children know 
how to read a little, they can amuse them- 
selves with forming the letters, and, if several 
of them are together, emulation should be 
made to promote this object. Children are 
naturally disposed to draw figures on paper; 
if you can assist this inclination without con- 
straining it too much, they will make the let- 
ters in their play, and will gradually learn to 
write. They may even be stimulated by the 
promise of some reward suited to their taste, 
and free from injurious consequences. 

You can say, "Write me a billet; tell 
your brother or your cousin, such a thing ;" 
all this pleases children, provided that there 
be no repulsive appearance of a regular lesson 
to disturb their enjoyment. St. Augustine, 
speaking of his own experience, says, that an 
unrestrained curiosity excites the minds of 
children more powerfully than system and 
5 



54 FEMALE EDUCATION. 

necessity imposed by fear. Observe one 
great defect of the common mode of educa- 
tion ; all the pleasure is placed on one side, 
and all the fatigue on the other ; all the plea- 
sure is connected with diversion, all the 
fatigue with study. What could be expected 
of a child, but impatience under this severe 
restraint, and eager pursuit of amusement ? 

Endeavor to change this system ; make 
study agreeable 5 disguise it under the ap- 
pearance of liberty and pleasure ; permit 
children sometimes to interrupt study by little 
sallies of gaiety and sport ; these are needful 
for recreation. 

Suffer their minds to wander a little ; oc- 
casionally indulge them in some digression, 
or amusement, that their thoughts may wander 
at large ; then gradually and gently bring 
them back to the point. Excessive strictness 
in demanding study without intermission, is 
very injurious ; though it is often the case 
that instructors aim at this regularity, because 
it is more convenient to them, than to be 
constantly on the watch for favorable oppor- 



INDIRECT INSTRUCTION. 55 

tunities. At the same time, we should re- 
move from the sports of children whatever 
would too much engross their attention and 
excite their feelings ; but every thing that 
can recreate the mind, afford an agreeable 
variety, satisfy the curiosity, or exercise the 
body in any useful occupation, should be in- 
troduced into their diversions. They prefer 
those in which the body is in motion ; they 
are content if they can be continually chang- 
ing their place ; a ball or a shuttlecock is all 
they wish. Of course, there is no need of 
anxiety in providing them with pleasures ; 
they are themselves sufficiently inventive ; you 
have only to let them manage their play, ob- 
serving it yourself with a cheerful counte- 
nance, and moderating it when it becomes 
too violent. It may be useful to make them 
enjoy, as far as is practicable, the pleasures 
which the mind can supply, such as conver- 
sation, stories, and various exercises of inge- 
nuity that are not without advantage in edu- 
cation. In this respect, however, the incli- 
nation and taste of children should not be 



56 FEMALE EDUCATION. 

forced ; it should be our object simply to open 
the way ; as they grow older, their bodies 
will be less disposed to motion, and the ac- 
tivity of their minds will be proportionably 
increased. 

The care thus taken that serious occupa- 
tions should be enlivened with pleasure, will 
also tend very much to abate the ardor of 
youth in the pursuit of dangerous amusements. 
It is restraint, and the feeling of disgust and 
weariness,, that create so much impatience for 
amusement. If a daughter were more free 
from ennui in the company of her mother, she 
would not feel so strong a desire to leave her 
and go in search of less innocent companions. 

In the choice of diversions, it is important 
to shun all suspicious company ; every as- 
semblage of boys and girls, and even of girls 
whose characters are not deserving of the 
utmost confidence, should be avoided. Plays 
of a dissipating and exciting nature, or that 
require such violent motions of the body as 
are immodest in a young lady, frequent ab- 
sences from home, and conversation tending; 



INDIRECT INSTRUCTION. 57 

to produce a desire for such absences, should 
also be prohibited. If a course of dissipation 
has not been commenced, if no ardent pas- 
sion has yet been excited, enjoyment will not 
be difficult ; health and innocence are its 
true sources ; but those who have had the 
misfortune to be early accustomed to plea- 
sures of an exciting nature, lose the taste for 
tranquil enjoyment, and are always miserable 
in a restless reach after happiness. 

The taste for amusement is vitiated in the 
same manner as that for food ; the palate is 
so habituated to high-seasoned meats, that 
nourishment of a simple kind becomes insipid. 
We should therefore view with apprehension 
those great excitements of the mind which 
are followed by weariness and disgust ; par- 
ticularly are they to be dreaded in children, 
who resign themselves entirely to their feel- 
ings, and wish to be always in a state of ex- 
citement ; we should cherish in them a taste 
for simplicity ; that high-seasoned food may 
not be necessary for their nourishment, nor 
constant diversions for their enjoyment. 
5* 



58 FEMALE EDUCATION. 

Moderation always gives sufficient appetite, 
without the necessity of quickening it by 
stimulants that lead to intemperance. 
" Temperance," says an ancient writer, " is 
the handmaid of pleasure ; with temperance 
we have always a tranquil and moderate joy ; 
we need no artificial means, no shows, no ex- 
pensive amusements ; some little sport that 
we invent, some entertaining book, some 
work that we undertake, a walk, an innocent 
conversation, that refreshes us after our labor, 
make us feel a purer pleasure than the most 
charming music." 

The simple pleasures are indeed less lively 
and affecting ; the other kind charms the soul 
by moving the passions ; but those that are 
simple and natural tend more to permanent 
happiness ; they impart an equable and last- 
ing delight, unattended with any hurtful con- 
sequences ; they are always beneficent ; while 
other pleasures are like the adulterated 
wines, which please at first more than the 
genuine, but impair and ruin the constitution ; 
the balance of the soul, as well as its taste, is 



INDIRECT INSTRUCTION. 59 

destroyed by the search after these lively 
and piquant, pleasures. All that can be done 
for the children under our care, is to accus- 
tom them to this simple life, to strengthen 
this habit in their minds as long as possible, 
io apprise them of the evils connected with 
other pleasures, and not to leave them to 
themselves, as is usually done, at an age in 
which the passions are just beginning to show 
their strength, and when, of course, they most 
imperiously demand restraint. 

It must be acknowledged that, of all the 
difficulties that we meet with in the work of 
instruction, none can be compared with that 
of educating children who are deficient in 
sensibility. Young persons whose disposi- 
tions are quick and sensitive, are capable of 
dreadful excesses ; but they have also great 
capacities of recovery, and they often return 
from wide deviations ; instruction is in their 
breasts a latent germ that one day shoots up 
and bears fruit, when experience comes in 
aid of reason, and the passions are cool ; at 
least, we know by what means they can be ren- 



60 FEMALE EDUCATION. 

dered attentive, and how their curiosity can be 
kept awake. There are methods of interesting 
thern in their studies and moving them by an 
appeal to their sense of honor, while, on the 
contrary, it is impossible to obtain any hold 
upon sluggish and insensible dispositions. 
The thoughts of such are always wandering ; 
they are never where they should be ; even 
punishment excites no sensibility ; they hear 
every thing, and feel nothing. This sluggish- 
ness produces negligence, and makes the 
child disgusted with every thing that she 
does ; the best education is then in danger of 
total failure, unless the evil is encountered 
and resisted from the earliest infancy. Many 
persons of superficial views, conclude from 
this want of success, that nature alone is 
concerned in forming men of merit, and that 
education is powerless ; while, in fact, the 
legitimate conclusion would be, that there are 
some dispositions on which, as on sterile soils, 
culture is bestowed in vain. The result is 
still more deplorable, when these educations, 
conducted with so great difficulty, are coun- 






INDIRECT INSTRUCTION. 61 

teracted, or suffer from neglect, or take a 
wrong direction in their commencement. 

It should likewise be observed that there 
are many children in whose dispositions we 
are much deceived. They at first appear 
engaging, because the early graces of infancy 
have a charm that invests every thing. We 
discover a certain tenderness and affection, 
that prevent us from carefully examining the 
particular features of the mind. Every mark 
of intelligence that we perceive in them, 
surprises us, because at their age it is entirely 
unexpected. All their errors in judgment 
are considered venial, and we praise them 
for their ingenuousness ; a certain constitu- 
tional vivacity and sprightliness that always 
appear in children, are taken for quickness 
of genius. Hence it is that infancy appears 
to promise so much, and that it yields so 
little. It has often been the case that a 
child, celebrated for her genius at the age 
of five years, has sunk into obscurity and 
contempt just in proportion as she has ad- 
vanced in age. Of all the qualities that may 



62 FEMALE EDUCATION. 

be discerned in the young, there is not one 
affording better ground of confidence, than 
a good judgment ; if well cultivated, it grows 
with their growth ; the charms of infancy 
fade, its vivacity declines ; even the tender 
affections of the heart often disappear, be- 
cause the strength of the passions, as well as 
intercourse with deceitful men, insensibly 
check the tenderness of young persons who 
are entering upon life. Aim, then, at dis- 
covering, in the midst of the engaging charms 
of infancy, if the disposition which you are to 
manage, fails in curiosity, and is insensible to 
an honest emulation. If this be the case, 
there is reason to fear that all who are 
charged with the work of education, will 
revolt from a labor so difficult and so unsuc- 
cessful. It is necessary then to move all the 
springs of action in the child's mind, in order 
to draw her from this state of sluggishness 
and torpor. If you foresee this evil, do not 
press upon her, at first, a continued series of 
instructions ; carefully avoid burdening her 
memory, for it is in this way that the mind is 



INDIRECT INSTRUCTION. 63 

overwhelmed and exhausted ; do not fatigue 
her with oppressive regularity and system ; 
enliven and divert her ; since she falls into 
the opposite extreme from presumption, do 
not fear to show her, in a prudent way, what 
she is capable of accomplishing ; be content 
with a small degree of improvement ; make 
her observe her slightest success ; represent to 
her how unnecessary was her fear of not 
being able to succeed in some things that she 
understands well ; call in the aid of emula- 
tion. Jealousy is stronger in children than 
would be readily supposed ; there are some 
who pine away in secret languor, because 
others are more loved and caressed than they. 
It is a species of cruelty too common among 
mothers, to make them undergo this suffer- 
ing ; but in pressing emergencies this may 
be employed as a remedy for indolence ; 
place before the child whom you are edu- 
cating, other children who are little more 
promising than herself. Examples dispro- 
portionate to her weakness would only in- 
crease her discouragement. 



64 FEMALE EDUCATION. 

Give her occasionally little victories over 
those of whom she is jealous ; induce her, if 
you can, to laugh freely with you at her 
timidity ; make her see some who are as 
timid as herself, who finally get the victory 
over this weakness ; teach her, by indirect 
instructions and reference to the example of 
others, that bashfulness and sloth enslave the 
mind, and that sluggish and indolent persons, 
whatever natural talents they possess, render 
themselves feeble and degraded ; but do not 
by any means convey these instructions in an 
austere and impatient tone, for nothing so 
effectually checks all frankness in a dull and 
bashful child, as harsh treatment ; on the 
contrary, be more assiduous in supplying 
facilities and pleasures suited to her disposi- 
tion, to diminish the labor with which you 
cannot entirely dispense ; perhaps it will 
even be sometimes necessary to excite her 
feelings by contempt and reproaches. You 
should never do this yourself; let it be done 
by some inferior person, another child, per- 



INDIRECT INSTRUCTION. 65 

haps, and let it not appear that you are 
aware of it. 

St. Augustine says that a reproach which 
his mother received, when a child, from a 
female servant, affected her so sensibly as to 
recover her from a bad habit of drinking 
clear wine, when the severity and vehemence 
of her governess had been wholly unavailing. 
In a word, we should endeavor to impart 
sensibility to the minds of such children, ac- 
cording to the method adopted to heal the 
maladies of certain sick persons. They are 
left themselves to seek the means of over- 
coming their distaste ; some of their fancies 
are indulged, even at the expense of regu- 
larity and order, if they do not run into 
dangerous excesses. It is much more diffi- 
cult to inspire those with taste, who do not 
possess it, than to cultivate the taste of those 
in whom it is very far from being such as 
it should be. 

There is another species of sensibility, the 
cultivation of which is still more difficult and 
important ; I mean that of friendship. As 
6 



66 FEMALE EDUCATION. 

soon as a child is capable of exercising it, it 
should be a primary object to turn her affec- 
tions toward those who will be useful to her. 
Friendship will conduct her to almost every- 
thing that you desire ; if you know how to 
take advantage of this method, you will find 
it of constant utility in attracting her to what 
is good ; you have then only to dread excess 
in the ardor of her feelings, or a wrong 
choice of their object. There are children, 
however, w r hose natural disposition is marked 
by cunning and dissimulation, who are en- 
tirely absorbed in selfish pursuits, and wholly 
indifferent to the welfare of others ; they de- 
ceive their parents, whom tenderness renders 
credulous ; they make a show of loving them ; 
they study their inclinations that they may 
conform to them ; they appear more docile 
than other children of their age, who follow 
their inclinations without disguise; their pli- 
ancy, which conceals a disagreeable temper, 
appears to be real gentleness; and , their 
natural dissimulation does not show itself en- 
tirely, till it is too late to repress it. 



INDIRECT INSTRUCTION. 67 

If there is any disposition in a child, over 
which education has no power, it may be 
said to be this ; and yet it must be acknow- 
ledged that instances of this are more nu- 
merous than is generally supposed. Parents 
cannot bring themselves to believe that their 
children are wrong at heart ; as they do not 
wish to perceive it themselves, no one ven- 
tures to undertake to convince them of it, and 
the evil increases daily ; the best remedy 
would be, to give children, from their earliest 
infancy, the greatest freedom in discovering 
their inclinations. Their characters must be 
thoroughly understood, before they can be 
reformed. They are naturally open and 
unaffected ; but if placed under the least 
constraint, or where they see any example of 
concealment, they never return to this first 
state of simplicity. It is true that God alone 
bestows a kind and affectionate heart ; all 
that we can do is to excite it by generous 
examples, by maxims of honor and disinter- 
estedness, and by showing our contempt for 
those who are supremely selfish. Before 



68 FEMALE EDUCATION. 

children have lost this first simplicity in their 
natural inclinations, we should endeavor to 
make them enjoy the pleasures of cordial 
and reciprocal friendship. Nothing will more 
tend to promote this object than early famil- 
iarity with those persons whose characters 
are free from any mixture of rudeness, 
falsehood or mean selfishness. Other defects 
may be tolerated, if persons conversant with 
children are exempt from these. Children 
should even be commended for performing 
the kind offices of friendship, unless this 
friendship is either misplaced or excessive. 
Parents should always manifest towards them 
the most sincere affection ; for children often 
learn from their parents to be insensible to 
love. In a word, I should wish to banish 
from their presence, all superfluous compli- 
ments to friends, all affected demonstrations 
of friendship, and all feigned endearments, by 
which children learn to deceive with empty 
professions those whom they ought to love. 

There is a fault opposed to that which we 
have just mentioned, and very common among 



INDIRECT INSTRUCTION. 69 

girls ; it is that of having their feelings en- 
listed on the most trivial occasions. They 
cannot see two persons who are offended 
with each other, without immediately taking 
sides in the quarrel ; they are full of cause- 
less partialities and aversions ; they never see 
any defect in those whom they esteem, nor 
any good quality in those whom they dislike. 
They should not at first be opposed in this, 
for opposition would give additional strength 
to these whims ; but you can by degrees 
make them sensible that you perceive better 
than they every thing that is commendable in 
what they love, and every thing unfavorable 
in what displeases them ; at the same time, 
take care to show them, on proper occasions, 
the evils that result from the defects of what 
they admire, and the advantages arising from 
those favorable qualities that are found in 
what they dislike ; do not be too hasty or 
urgent, and you will find that they will them- 
selves correct their errors ; then you can 
point out their past prepossessions with all their 
most unreasonable circumstances, and gently 
6* 



70 FEMALE EDUCATION. 

insinuate that they will in the same manner 
perceive those of which they are not yet 
cured, when they had freed themselves from 
their influence. Mention similar errors into 
which you fell when at their age. Especially 
show, as clearly as possible, that there is in 
every thing that we love and hate, a great 
mixture of good and evil ; in this way, you 
will diminish the vehemence of their fondness, 
and their dislike. 

Never promise to reward children with 
articles of dress, or delicacies for the palate ; 
for in this way two evils are occasioned ; the 
first is, that you thus inspire them with a 
regard for what they ought to despise ; the 
second, that you deprive yourself of the 
power of proposing other rewards that may 
facilitate the accomplishment of your object; 
carefully avoid threatening to make them 
study, or to subject them to some rule. Make 
as few rules as possible ; and since you can- 
not wholly dispense with them, introduce 
them in an easy manner, without giving them 
the name, and always offering some suitable 



INDIRECT INSTRUCTION. 7X 

reason for doing a thing at one time and 
place rather than at another. There is danger 
of discouraging children, unless they are 
sometimes commended when they do well. 
Though praise is to be dreaded from its 
tendency to promote vanity, we should en- 
deavor, by means of it, to encourage children 
without making them conceited. 

We see that St. Paul frequently makes 
use of commendation to encourage the feeble, 
and to induce them to bear reproof more 
patiently. The ancient fathers availed them- 
selves of the same means. It is true that 
praise should be so tempered as to exclude 
all exaggeration and flattery, and to refer all 
that is good to God as its source. Children 
may also be rewarded by such amusements 
as are innocent, and are managed with ad- 
dress, by walks, during which the conversa- 
tion may be not without utility, or by little 
presents, such as pictures, medals, maps, or 
elegant books. 



CHAPTER VI. 

THE USES OF HISTORY IN THE INSTRUCTION OF 
CHILDREN. 

Children are passionately fond of enter- 
taining stories ; we see them every day trans- 
ported with joy, or drowned in tears, while 
listening to adventures which are related to 
them ; do not fail to take advantage of this 
inclination. When you find them disposed 
to listen to you, tell them some short and 
diverting story ; but particularly choose such 
fables of animals, as are innocent and in- 
genious ; relate them as fables ; and point 
out the moral that may be derived from them. 
As to the fables of ancient mythology, they 
are so impure, and so replete with impious 
absurdities, that it would be well for females 
to remain in ignorance of them during their 
whole lives, If you cannot prevent the know- 



USES OF HISTORY. 73 

ledge of them, lead the child to regard them 
with aversion. When you have repeated one 
fable, wait till she requests you to tell her 
others ; in this way, always leave her in a 
kind of hunger for more information ; then, 
when her curiosity is excited, repeat to her 
some well chosen selections from history, but 
in few words ; let these extracts have a con- 
nection with each other, and defer the event 
of the narrative to another clay, so as to re- 
tain her in suspense, and make her impatient 
to know the end ; enliven your narrative with 
sprightly and familiar tones ; introduce all 
the characters ; children of lively imagina- 
tions will think that they see them and hear 
them speaking. For instance, tell them the 
story of Joseph ; introduce his brethren, 
speaking in a brutal and unfeeling manner ; 
Jacob, as a tender ana" afflicted father ; let 
Joseph himself speak ; exhibit him as taking 
pleasure, being master of Egypt, in conceal- 
ing himself from his brethren, in exciting 
their fears, and then in making himself known 
to them ; this simple representation, together 



74 FEMALE EDUCATION. 

with the marvellous nature of this history, 
will charm a child, if you do not burden her 
memory with too many similar narratives, if 
you wait till she asks for them, and if they 
are promised her as a reward when she 
makes improvement. It is important, like- 
wise, that these stories should not have the 
appearance of study, and that the child should 
not be obliged to repeat them ; for such repe- 
titions, unless they are voluntary, are a con- 
straint, and take away all the charm of stories 
of this kind. 

It musl; be observed, however, that, if the 
child has any facility in speaking, she will un- 
dertake, without the suggestions of others, to 
repeat to those whom she loves, the stories that 
have given her the most delight ; still, it is 
not wise to establish any rule in this respect. 
You may have recourse to some one who 
will be free with the child, and who will seem 
to wish to hear her tell the story. The child 
will be delighted to repeat it ; do not appear to 
listen, let her tell it without correcting her 
mistakes. When she has become accustomed 



USES OF HISTORY. 75 

to this exercise, you may point out to her, in 
an easy and gentle manner, the best method 
of telling a story, which consists in rendering 
it short, simple, and natural, by the choice of 
such circumstances as best represent the fact. 
If you have several children^ you can gradu- 
ally instruct them how to represent the per- 
sonages of the histories which they have 
learned ; let one be Abraham, and another 
Isaac ; these representations will please them 
much more than other amusements, will ac- 
custom them to think and speak of serious 
things with pleasure, and will impress these 
histories indelibly on their memory. 

You should endeavor to inspire them with 
a greater relish for sacred histories than for 
any others, not by telling them that they are 
better, which they will not perhaps believe, 
but by making them feel that they are so. 
Lead them to observe how important they 
are, how remarkable, how wonderful, how 
full of natural description, and vivacity tem- 
pered with dignity. The histories of the 
creation, of the fall of Adam, the deluge, the 



76 FEMALE EDUCATION. 

calling of Abraham, the sacrifice of Isaac, the 
adventures of Joseph to which we have just 
alluded, the birth and flight of Moses, are not 
only well adapted to excite the curiosity of 
children, but also, by disclosing the origin of 
religion, to lay the foundation of it in the 
mind. He must be in profound ignorance of 
what is essential in religion, who does not 
perceive that it has its basis in history ; it is 
in a succession of wonderful facts, that we 
find its establishment, its perpetuity, and every 
thing that it leads us to practise and believe. 
None need imagine that we wish them to 
>plu*|p£ into the depths of science, when we 
propose all these histories ; they are on the 
contrary, brief, various, and adapted to the 
tastes of all, even of the most uninstructed. 
The Deity, who knows better than any mor- 
tal that human soul which he has formed, has 
made religion dependent on facts within the 
comprehension of ordinary understandings ; 
and these facts facilitate our conception and 
recollection of the mysteries. Tell a child, 
for instance, that in the Deity three equal 






USES OF HISTORY. 77 

Persons constitute one nature 5 by means of 
hearing and repeating these terms, she will 
retain them in her memory; but I doubt 
whether she conceives their meaning. Tell 
her that when Jesus Christ was ascending 
from the waves of Jordan, there came a voice 
out of heaven from the Father, saying, " This 
is my beloved Son in whom I am well pleas- 
ed." Say likewise, that the Holy Spirit 
descended on the Saviour in the form of a 
dove ; in this way, you make her clearly dis- 
cover the Trinity — by means of a history 
which she will never forget. Here are three 
Persons that she will always distinguish* by 
the difference of their actions ; you will have 
only to teach her that they all constitute but 
one God. This example is sufficient to show 
the utility of history ; though it appears to 
prolong the process of instruction, it in reality 
abridges it, and frees it from the dullness of 
catechisms, in which mysteries are detached 
from facts ; thus we find that, anciently, the 
prevalent mode of instruction was through 
the medium of history. The admirable 
7 



78 FEMALE EDUCATION. 

method, of instructing all the ignorant, recom- 
mended by St. Augustine, was not a system 
which this father alone had introduced ; it 
was the prevailing system and practice of the 
church. It consisted in showing, by the 
course of history, that religion is coeval with 
the world. Jesus Christ expected in the Old 
Testament, and reigning in the New, consti- 
tutes the summary of Christian instruction. 

This method requires more time and atten- 
tion than the instruction to which many 
confine themselves ; but when this detail is 
familiar, the course of religious instruction is 
complete, while, on the other hand, if this is 
unknown, no clear ideas will be entertained 
with respect to Jesus Christ, the gospel, the 
church, and the circle of Christian virtues. 
A historical catechism, simple, short, and 
more intelligible than ordinary catechisms, 
might contain all that is necessary in this 
way ; so that it cannot be said that very 
much study is required. 

We may join to the histories just noticed, 
the passage of the Red sea, and the sojourn- 



USES OF HISTORY. 79 

ing of the children of Israel in the wilderness, 
where they had bread from heaven for food, 
and drank water which Moses caused to flow 
from the rock by smiting it with his rod. 
Represent the miraculous conquest of the 
promised land, when the waters of Jordan 
rolled backward to their source, and the 
walls of a city fell of themselves, in the view 
of the besiegers. Present a lively and natural 
description of the battles of Saul and David ; 
represent the latter, in his youth, without 
armor, and in his shepherd's dress, victorious 
over the gigantic Goliah. Never forget the 
glory and wisdom of Solomon ; introduce 
him deciding the quarrel of the two women 
who lay claim to a child ; but especially ex- 
hibit him falling from the height of this wis- 
dom, and dishonoring himself by luxury and 
effeminacy, the almost inevitable conseqences 
of extreme prosperity. 

Introduce the prophets addressing kings in 
the name of God ; let them be represented 
reading in the future as in a book ; let them 
appear humble, austere, and suffering con- 



80 FEMALE EDUCATION. 

tinual persecutions for having declared the 
truth. Describe in the proper place, the first 
fall of Jerusalem ; let them see the temple 
burnt, and the holy city in ruins, as a punish- 
ment for the sins of the people. Recount 
the Babylonish captivity, in which the Jews 
lamented their beloved Zion. Before their 
return, describe briefly the delightful adven- 
tures of Tobit and Judith, Esther and Daniel. 
It would not be without advantage, to make 
children give their opinions upon the different 
characters of these saints, for the sake of 
knowing who are most agreeable to them. 
One would prefer Esther, and another Judith ; 
and this would excite between them a little 
dispute, that would impress these histories 
more deeply upon their minds, and w T ould 
assist in forming their judgments. Then 
conduct again the people to Jerusalem, and 
represent them repairing its walls ; give an 
agreeable picture of its peace and prosperity ; 
soon after, present to their view the cruel 
and impious Antiochus, who dies in a false 
penitence ; show, in the times of this perse- 



USES OF HISTORY. gj 

cutor, the victories of the Maccabees, and the 
martyrdom of the seven brothers of that 
name. Proceed to the miraculous birth of 
St. John. Give more in detail, that of Jesus 
Christ ; after which, you can select from the 
Gospels all the most impressive passages of 
his life ; — his appearance in the temple at the 
age of twelve years, — his baptism, — his retire- 
ment into the wilderness and temptation there, 
— the calling of his apostles, — the multiplica- 
tion of the loaves, — the conversion of the 
woman that was a sinner, who anointed the 
feet of the Saviour with perfumed ointment, 
washed them with her tears, and wiped them 
with the tresses of her hair ; — represent like- 
wise the Samaritan woman instructed, the 
blind man. healed, Lazarus raised from the 
dead, Christ's triumphant entry into Jerusa- 
lem ; make his sufferings on the cross visible ; 
picture him rising from the tomb. Next, you 
can bring to view the familiarity with which 
he remained forty days with his disciples, till 
they saw him ascend to heaven ; — the descent 
of the Holy Spirit, the stoning of St. Stephen, 



82 FEMALE EDUCATION. 

the conversion of St. Paul, the calling of the 
centurion Cornelius, the journeys of the 
apostles, and particularly of St. Paul, are es- 
pecially entertaining. Select the most won- 
derful histories of the martyrs, and something 
in general of the heavenly life of the early 
Christians ; introduce here the courage of 
young virgins, the astonishing austerities of 
recluses, the conversion of the emperors and 
of the empire, the blindness of the Jews, and 
their terrible punishment which continues to 
this day. 

All these narrations, discreetly managed, 
would prepare the lively and tender imagina- 
tions of children to receive with delight the 
whole series of religious history, from the 
creation to the present time ; and, in this way, 
their understandings would be filled with very 
grand and impressive ideas, which would never 
be effaced. They would even see, in this 
history, the hand of God always raised to de- 
liver the just, and to confound the purposes 
of the wicked. They would be accustomed 
to discern the Deity acting in every thing, 



USES OF HISTORY. 83 

and secretly directing according to his own 
purposes, those who appear most distant from 
them ; but in these histories it is necessary to 
combine every thing that yields the most 
agreeable and magnificent images, because 
all our efforts should be of such a kind as to 
render religion amiable, attractive and august, 
while, on the contrary, it is generally repre- 
sented as something feeble and melancholy. 

Beside the inestimable advantage of com- 
municating religious instruction to children in 
this way, the treasure of pleasing narratives 
thus accumulated in the memory, awakens 
their curiosity respecting serious things, ren- 
ders them sensible to the charms of intellec- 
tual enjoyment, and makes them interested in 
what they hear of other histories that have 
some connection with what they already 
know ; but, once more, it is necessary sedu- 
lously to avoid imposing any compulsory ob- 
ligation upon them to listen to these accounts, 
or to retain them in mind ; they should by 
no means be considered regular lessons ; let 
all this be done solely by the attraction of 



84 FEMALE EDUCATION. 



pleasure. Do not press them ; you will at- 
tain your object, even with understandings 
not above mediocrity ; you have only to leave 
them unconstrained, and let their curiosity be 
gradually stimulated. " But," you will say, 
" how can we relate these stories in a lively, 
concise, natural, and agreeable manner ?" 
" Where are the governesses who are capa- 
ble of doing this ?" To this I reply, that my 
object in proposing this, is, to induce the 
choice of persons well qualified to take the 
charge of children, and to inspire them, as 
far as practicable, with a fondness for this 
method of teaching ; each governess will fol- 
low it according to the extent of her own ca- 
pacity ; in fine, however little enlargement of 
mind those who engage in this employment 
may possess, the work of education will be 
conducted in a less erroneous manner, when 
they are habituated to this method, which is 
simple and natural. 

Conversation on these subjects may be 
assisted by means of such engravings or pic- 
tures as give a pleasing representation of sa- 



. 



USES OF HISTORY. 85 

cred history. Engravings will be sufficient, 
and may be furnished for common use ; but 
should an opportunity offer of showing chil- 
dren good pictures, it should by no means be 
neglected ; for the vividness of the colors, 
together with the size of the figures, will 
affect their imaginations much more forcibly. 






CHAPTER VII. 



RELIGIOUS INSTRUCTION. 



We have already remarked that early in- 
fancy is not adapted to the exercise of the 
reasoning faculty, on account of the limited 
knowledge of children, and their natural 
disinclination to observe and connect their 
thoughts. We should, nevertheless, endeavor, 
without placing their faculties under unnatural 
restraint, gently to turn the first exercise of 
their reason to the knowledge of God. Im- 
bue their minds with Christian truth, without 
suggesting subjects of a doubtful nature. 
They see some one die ; they know that he 
is interred ; you can say to them, " Is this 
dead man in the grave ?" " Yes." " Is he 
not then in heaven ?" " Pardon me ; he is 
there indeed." " How is he then in the 



RELIGIOUS INSTRUCTION. 87 

grave and in heaven at the same time ?" " It 
is his soul that is in heaven ; his body is laid 
in the grave." " His soul, then, is not his 
body ?" " No." " The soul is not dead ?" 
" No ; it will live forever in heaven." You 
may say in addition, " And do you wish to 
be saved ?" " Yes." " But what is it to be 
saved ?" " It is to have our souls go to 
heaven when we die." " And what is 
death ?" " The separation of the soul from 
the body, and the return of the body to the 
dust." 

I do not assert that you will at first lead 
children to such answers ; I can aver, how- 
ever, that several have made me similar re- 
plies, when at the age of four years ; but if 
the understanding be less quick and active, 
you have, at the utmost, only to wait patiently 
a few years. 

You can show children a house, and ac- 
custom them to comprehend that this house 
was not built of itself. " These bricks," you 
can say, " were not laid without the help of 
some person to bring them." You may even 



88 FEMALE EDUCATION. 

show them the masons that built it; then 
make them look abroad upon the heavens 
and the earth, and the principal things that 
God has made for the use of man ; say to 
them ; " You see how much more grand 
and beautiful the whole world is, than a 
house." "Was it made of itself?" "No, 
doubtless it is God who has built it with his 
own hands." 

At first follow the method of Scripture; 
affect forcibly their imaginations ; propose to 
them nothing that is not arrayed in the garb 
of sensible images. Represent to them the 
Deity, seated upon a throne, his eyes more 
glittering than the sunbeams, and more piercing 
than the lightning. Introduce him as speak- 
ing ; describe him as hearing every thing, as 
sustaining the universe in his hands, with his 
arm constantly raised to punish the wicked, 
yet with a heart overflowing with the tender- 
ness and affection of a father, ready to ren- 
der all that love him happy. The time will 
come when their knowledge of all these sub- 
jects may be made more accurate. Observe 



RELIGIOUS INSTRUCTION. $Q 

every opening with which the understanding of 
the child presents you ; make use of various 
methods, so as to ascertain in what way great 
truths may find the most easy access to her 
mind. Especially observe to tell her nothing 
new without making it familiar by some obvi- 
ous comparison. 

For instance, ask her if she would rather 
die than renounce Jesus Christ ; she will say, 
" Yes." You add ; " What ! would you give 
up your life for the sake of going to heaven ?" 
" Yes." So far, the child thinks she should 
have sufficient courage to do it ; but though 
you wish to make her feel that she can do 
nothing without divine assistance, you will 
gain nothing by simply telling her that she 
cannot be faithful without the aid of grace ; 
she does not understand all this ; and if you 
should teach her to repeat these words with- 
out understanding them, you would accom- 
plish very little. What then shall you do ? 
Relate the story of St. Peter ; represent him 
saying in a presumptuous tone, "Though 
I should die with thee, yet will I not deny 
8 



90 FEMALE EDUCATION. 

thee ; though all should desert thee, yet will 
not I." Then describe his fall ; he three 
times denies Jesus ; a female servant terrifies 
him. Tell why God permitted him to prove so 
feeble ; then refer to the case of an infant, or 
a sick person, unable to walk alone, and make 
the child perceive that we need that God 
should sustain us as a nurse carries her child ;. 
in this way you will explain the mystery of 
grace. 

But the truth which will be understood 
with the greatest difficulty, is, that we have 
souls more precious than our bodies. Chil- 
dren are early taught to speak of their souls, 
and this is well ; for this language which they 
do not understand, scarcely ever fails to ac- 
custom them to form some confused idea of 
a distinction between the body and the soul, 
before they are able to conceive of it. As 
the prejudices of infancy are pernicious as 
far as they lead to error, so they are useful 
when they accustom the imagination to truth, 
before reason is sufficiently developed to 
comprehend it. But it is necessary to estab- 



RELIGIOUS INSTRUCTION. Ql 

lish a firm persuasion of this truth. How is 
this to be done ? By perplexing the mind 
of a child with the subtleties of philosophy ? 
Nothing can be worse. Confine yourself to 
making clear and obvious to her, if possible, 
what she hears and repeats every day. 

As for her body, she is but too well ac- 
quainted with it ; every thing inclines her to 
gratify its propensities, to adorn it, and to 
make it her idol ; it is of great importance to 
lead her to slight it, by showing something 
within her far more noble and excellent. 

Say then to a child in whom reason has 
begun to be active, "Is it your mind that 
eats?" If she answers incorrectly, do not 
reprove her ; but gently tell her that her mind 
does not eat. " It is the body," you will 
say, " that eats ; it is the body that is like 
the brutes." " Have brutes any understand- 
ing? are they learned?" "No," the child 
will answer. " But they eat," you may 
say, " though they have no understanding." 
" You see then, very plainly, that it is not the 
mind that eats ; it is the body that takes food 



92 FEMALE EDUCATION. 

for its nourishment ; it is this that walks, and 
that sleeps." " And what does the mind 
do ?" " It reasons, it knows persons ; it 
loves certain things ; and there are others 
that it regards with aversion." Say likewise, 
as if in sport, " Do you see this table ?" 
"Yes." "You know it then?" "Yes." 
" You see then that it is not made like this 
chair ; you know very well that it is made of 
wood, and that it is not like the chimney, that 
is built of bricks ?" " Yes," the child will 
answer. Do not proceed any farther, unless 
you perceive by her eyes, and by the tone of 
her voice, that these simple truths have made 
an impression on the child. Then you can 
say, " Does this table know you ?" You will 
find that the child laughs at the absurdity of 
the question. It is no matter ; you may con- 
tinue. " Which loves you best, this table or 
this chair ?" She will laugh still more. Pro- 
ceed, " Is the window very learned ?" Then 
endeavor to advance one step further. "And 
does this doll answer, when you speak to it ?" 
" No." " Why not ?" " Has it not any un- 



RELIGIOUS INSTRUCTION. 93 

derstanding ?" " No, it has not any at all." 
" It is not like you then, for you know it, and 
it does not know you." " But after your 
death, when you are laid in the ground, shall 
you not be like this doll ?" " Yes." " You 
will not feel anything again?" " No." 
" You will not any longer know any one ?" 
" No." " And will your soul be in heaven ?" 
" Yes." " Will it not see God there ?" " Yes, 
it will." " And where is the soul of the doll 
now ?" You will find that the child answers 
you with a smile, or at least gives you to un- 
derstand that the doll has not any soul. By 
resorting to these and similar methods, you 
may gradually accustom children to attribute 
to the body the properties which belong to it, 
and to the mind its peculiar operations, if you 
do not indiscreetly propose certain actions 
that are common to the body and mind. 
«*?Vvoid these intricacies that tend only to ob- 
scure truth, and always be content with clearly 
bringing to view those things in which the 
distinction between body and mind is most 
marked and obvious. There may be found, 
8* 



94 FEMALE EDUCATION. 

perhaps, understandings so wanting in acute- 
ness, that with all the advantages of a good 
education they will not be able to understand 
fully these truths ; but we should consider, 
not only that one often understands a subject, 
without being able to unfold it clearly to oth-* 
ers, but also that the Deity sees better than 
we can what he has placed in the human minct 
to aid in the knowledge of his mysteries. 

With respect to children who discover an 
understanding capable of advancing still fur- 
ther, it is in your power, without plunging 
into a study which savors too much of philos- 
ophy, to make them comprehend, according 
to the extent of their ability, what they say, 
when they are made to repeat that God is a 
spirit, and that their soul is a spirit likewise. 
I believe that the best and most simple method 
of making them conceive of this spiritual na- 
ture of the Deity and of the soul, is to lead 
them to observe the difference between a 
dead man and a living one : In the one, there 
is only the body ; in the other, the body is 
united to the soul. You can show them that 



RELIGIOUS INSTRUCTION. 95 

that which reasons is more perfect than that 
which has only figure and motion. Convince 
them next, by a variety of examples, that 
bodies are never destroyed, that they are 
only separated ; thus the parts of burnt wood 
fall into ashes, or ascend in smoke. "If 
then," you will add, " that ashes, which is in- 
capable of knowing or thinking, never per- 
ishes ; with much more reason we conclude 
that the soul, which knows and thinks, will 
never cease to exist. The body can die, 
that is, it may be left by the soul, and be re- 
duced to ashes ; but the soul will live, for it 
will always think." 

Teachers should, as far as possible, render 
instruction of this kind intelligible to the 
minds of the young, as it lies at the founda- 
tion of all religion ; but, when they cannot 
succeed in this, instead of being disheartened 
by finding the understanding feeble and slow, 
they should cherish the hope that God will 
enlighten these dark minds. There is even 
a very obvious and practical way of confirm- 



96 FEMALE EDUCATION. 

ing this belief of a distinction between the 
body and the mind ; it is to accustom chil- 
dren to disregard the one and esteem the 
other in the whole course of their conduct. 
Praise that instruction which nourishes the 
soul and promotes its growth ; revere the 
great truths which animate mankind to be- 
come wise and virtuous ; despise luxury in 
food and dress, and whatever tends to ener- 
vate the body ; make them sensible that 
honor, a good conscience, and religion, are 
far superior to sensual pleasures. By such 
sentiments, without reasoning on the nature of 
the body and of the mind, the ancient Ro- 
mans taught their children to slight the body, 
and reduce it to subjection, in order to im- 
part to the soul the pleasure arising from vir- 
tue and glory. Among them, not only per- 
sons distinguished by birth, but the whole 
body of the people, were temperate, disinter- 
ested, full of contempt for life, sensible only 
to honor and wisdom. When I speak of the 
ancient Romans, I mean those who lived be^ 



RELIGIOUS INSTRUCTION. 97 

fore the period when the growing greatness 
of the empire corrupted the simplicity of 
their manners. 

Let it not be said that education cannot 
impart to children such prepossessions. How 
many maxims do we find established among 
us, in opposition to the suggestions of the 
senses, by the influence of custom. An in- 
stance of this is the custom of duelling, found- 
ed upon a false notion of honor. It was not 
the result of reasoning, but of receiving with- 
out reasoning, the established maxim respect- 
ing the point of honor, that life was exposed, 
and that every military man lived in continual 
peril. He who had no quarrel, might be en- 
gaged in one at any moment with those who 
sought a pretext for signalizing themselves in 
some rencounter. However moderate a man 
might be, he could not, without losing his 
honor, according to this false notion, either 
avoid a quarrel by an explanation, or refuse 
to act as second for any one who chanced to 
wish to fight. How decisive was the author- 
ity requisite for abolishing so barbarous a 



98 FEMALE EDUCATION. 

custom ! Hence observe the strength of the 
prejudices of education. They will be much 
more so on the side of virtue, when they shall 
be sustained by reason and the hope of inher- 
iting eternal life. The Romans, of whom we 
have already spoken, and, before them, the 
Greeks, in the better ages of their republic, 
cherished in their children a contempt for 
luxury and effeminacy ; they taught them to 
esteem nothing but glory; to desire, not to 
possess riches, but to conquer kings who 
possessed them ; to believe that they could 
be happy only by being virtuous. This spirit 
was so universal in these republics, that they 
performed incredible achievements, in con- 
formity to these maxims so contrary to those 
of all other nations. The example of so 
many martyrs, and of others among the early 
Christians of every condition and age, is evi- 
dence that the grace of baptism, coming in 
aid of the influence of education, could pro- 
duce still more wonderful effects among the 
faithful, to make them rise superior to what 
pertains to the body. 



RELIGIOUS INSTRUCTION. 99 

Seek then always the most agreeable ex- 
pressions, and the most lively comparisons, to 
represent to children that in our bodies we 
resemble the brutes, and in our spirits, the 
angels. Show them that the mind is in re- 
spect to the body what the horseman is to the 
animal on which he rides. Hence you may 
infer that the mind is very weak and unhappy, 
when it suffers itself to be carried away by 
the body, as by a furious horse that hurls it 
from a precipice. Show them likewise that 
personal beauty is a flower that blooms in the 
morning, and at evening is withered and 
trampled under foot ; but that the soul is the 
image of the immortal beauty of the Divinity. 
There is, you will add, a system of things so 
much more excellent, that it cannot be dis- 
cerned by the dim eye of sense, which sees 
that every thing below is subject to change 
and corruption. To make children feel that 
these are real existences which neither the 
eye nor the ear can discover, you can inquire 
of them if some one whom they know, is not 
wise, and if another has not a great deal of 



*■& 



100 FEMALE EDUCATION. 

wit. When they have answered yes, say, 
" But did you ever see the wisdom of that 
person ?" " Of what color is it ? did you 
ever hear it ? does it make much noise ? have 
you touched it ? is it warm or cold ?" The 
child will laugh ; she will treat in the same 
way similar questions with respect to the 
mind ; she will appear astonished that you 
should ask her of what color a mind is ; 
whether it is round or square. Then you 
can make her observe that she knows some 
things that are real, which she can neither 
see, nor touch, nor hear ; and that these 
things are of a spiritual nature. But great 
care is necessary in conversing on such sub- 
jects with girls. I should not at this age pro- 
pose topics of this nature for any except those 
whose curiosity and reasoning would lead 
them without your guidance to such subjects. 
Your course must be modified according to 
the extent of their capacity. 

Restrain their thoughts as much as possi- 
ble within common bounds, and teach them 
that their sex should cherish a modesty with 



RELIGIOUS INSTRUCTION. 1QI 

respect to scientific subjects, nearly as deli- 
cate as that which inspires the abhorrence of 
vice. 

At the same time, the imagination should 
be made subservient to the advancement of 
the mind, so as to give them delightful views 
of those truths of religion which cannot be 
discerned by the eye. The glories of heaven 
should be described to them as they are rep- 
resented by St. John ; there all tears are 
wiped away ; there is no more death, neither 
sorrow, nor crying ; calamities shall be passed, 
sighing shall flee away ; an eternal joy shall 
roll over the heads of the blessed, as the 
waters rise above the man who is swallowed 
up in the depths of the sea. Show that 
heavenly Jerusalem, of which God himself 
shall be the sun, to create an eternal day ; 
a river of peace, a torrent of delight, a foun- 
tain of life, shall water it ; all there shall be 
gold, pearls, and precious stones. I am 
aware that all these images are drawn from 
sensible objects; but, after having presented 
children with so beautiful a representation in 
9 



102 FEMALE EDUCATION. 

order to gain their attention, you can recur 
to the means which have been suggested, to 
lead them back to spiritual things. 

Bring them to the conclusion, that we are 
on earth but as travellers at an inn, or under 
a tent ; that the body will soon perish ; that 
its dissolution can be delayed but a few 
years 5 but that the soul will wing its way to 
that celestial country where it will enjoy a 
never-ending life. If you can thus form in 
children the habit of contemplating these 
great subjects with pleasure, and of estimat- 
ing common things with reference to hopes 
so elevated, you will remove at once a multi- 
tude of obstacles. 

I should wish likewise to endeavor to give 
them strong impressions with regard to the 
resurrection of the body. Teach them that 
nature is but a prevalent system which God 
has established in his works, and that mira- 
cles are only exceptions to these general 
rules ; that thus it is as easy for God to per- 
form a hundred miracles, as it is for me to 
leave my chamber a quarter of an hour be- 



RELIGIOUS INSTRUCTION. 103 

fore the usual time. Then recall the history 
of the resurrection of Lazarus, that of the 
resurrection of Christ, and of his familiar 
appearance to so many persons during forty 
days. In fine, show them that it cannot be 
difficult for him who has created men, to 
raise them from death. Never forget the 
comparison of the wheat which is sown in 
the earth, and which turns to corruption that 
it may revive again and produce an abundant 
harvest. 

These moral lessons are not indeed to be 
committed to memory by children, as they 
are taught the catechism ; this method would 
serve no other purpose but to turn religion 
into an affected language ; at least, into wea- 
risome formalities ; be content with simply 
assisting their minds, and leading them to 
derive these truths from the exercise of their 
own understandings ; they will thus become 
more their own, as well as more agreeable to 
them ; they will make a more lively impres- 
sion ; avail yourself of proper opportunities 



104 FEMALE EDUCATION. 

to render those subjects clear, of which they 
have still only a confused notion. 

It should be observed, however, that there 
is nothing so dangerous as to speak of the 
present life with disregard, without making 
them perceive, by the whole course of your 
conduct, that you are sincere. In every 
period of life, example has an astonishing 
power over us ; but in infancy it can accom- 
plish every thing ; children delight in imita- 
tion ; they have formed no habits which 
render it difficult for them to imitate others ; 
besides, not being capable of judging them- 
selves of abstract principles, they judge of 
things much more by what they see in those 
who propose them, than by the reasons which 
are urged in their favor ; actions are much 
more palpable and obvious than words ; if 
then they see you practise the contrary of 
what you teach, they will be induced to con- 
sider religion a beautiful ceremony, and virtue 
a visionary idea. 

Never take the liberty to ridicule in the 



RELIGIOUS INSTRUCTION. 105 

presence of children anything that has any 
connection with religion. You may, perhaps, 
laugh at the devotion of some weak-minded 
person, and think that all this is harmless ; 
but you are deceived ; nothing is without in- 
fluence in this matter. You should never 
speak of God, or of anything pertaining to 
his worship, but with a solemnity and rever- 
ence very distinct from such liberties. Never 
allow yourself in any deviation from propriety, 
but especially in relation to these subjects. 
It is not unfrequently the case that those who 
are the most polite and delicate in other 
things, possess very little sensibility with re- 
spect to religion. 

When the child has been led to make the 
reflections necessary for the knowledge of 
herself, and of the Deity, you can bring to 
view the historical facts in which she has 
been already instructed ; this union will give 
her a connected view of religion. She will 
observe with delight the relation that subsists 
between her own reflections and the history 
of the human race ; she will be convinced 
9* 



106 FEMALE EDUCATION. 

that man is not his own maker ; that his soul 
is the image of the Divinity ; that his hody 
was thus curiously and wonderfully framed 
by the wisdom and power of God ; the history 
of the creation will at once occur to her 
mind. She will next observe that she is 
born with inclinations contrary to reason ; 
that she is enticed by pleasure, and conquered 
by passion, and that her body overpowers her 
mind, as a furious horse spurns the control of 
his rider, while on the contrary her mind 
ought to govern her body ; she will recognize 
the cause of this in the history of Adam's 
transgression ; this will turn her thoughts to 
the Saviour, whose office it is to reconcile 
man to God ; and here we find the very 
fundamental principles of religion. 

That young persons may better understand 
the mysteries, the character, life, and precepts 
of Christ, they should be prepared to read 
the Gospels. Let them peruse the word of 
God, believing it the only guide to Jesus, and 
seeking to be enlightened by the Spirit of 
truth. Do not fail to read often with children 



RELIGIOUS INSTRUCTION. 107 

the passages in which Christ promises to 
sustain and animate his church, that she may- 
conduct her children in the way of truth. 
Especially endeavor to impart to young fe- 
males, that sober and temperate wisdom that 
St. Paul recommends ; lead them to fear the 
enticements of novelty, the love of which is 
so natural to their sex ; inspire them with a 
salutary dread for unreasonable singularity in 
religious concerns; offer to their view that 
exalted piety, that wonderful harmony, which 
reigned among the early Christians ; make 
them lament our degeneracy ; make them 
aspire after that evangelical purity ; but 
banish with the utmost care every thought 
of presumptuous censure, and imprudent re- 
form. 

Place before their eyes the gospel, and the 
great examples of antiquity ; in connection 
with the promises made in Scripture to the 
church, point out its continued existence 
during the lapse of so many centuries, in the 
midst of so many assaults and revolutions, as 
clearly exhibiting the fulfilment of the divine 



108 FEMALE EDUCATION. 

promises. Superstition is undoubtedly to be 
dreaded in the female sex ; but nothing more 
effectually eradicates or prevents it, than 
sober and correct instruction ; such instruc- 
tion, although it should be confined within 
proper limits, and be far removed from the 
researches of scholars, is, nevertheless, much 
more extensive than is ordinarily believed. 
There are many who esteem themselves well 
instructed, whose ignorance is so great that 
they are unable to perceive their gross defi- 
ciencies with respect to the very essentials of 
Christianity. Nothing should mingle with 
Christian faith or practice, that is not de- 
rived from the gospel, or authorized by the 
continued approbation of the church. Let 
females, then, who are naturally too credu- 
lous, be early instructed not to believe, on 
slight grounds, certain histories unworthy of 
credit, and not to attach themselves to certain 
acts of devotion which are destitute of the 
proper sanctions. The true method of form- 
ing their opinions on such subjects, is, not to 
criticise those irregularities which have often 



RELIGIOUS INSTRUCTION. 109 

arisen from pious motives, but to show, with- 
out harsh censure, that they have no solid 
foundation. 

Be content with never introducing these 
things in your instructions respecting Chris- 
tianity. This silence will be sufficient to 
accustom children at first to conceive of the 
Christian religion in all its extent and per- 
fection, without the addition of the practices 
to which I have alluded. You may, as they 
advance in years, guard them against errone- 
ous opinions in theology ; I believe that in- 
struction here will not be useless, since we 
are every day in company with persons who 
are prejudiced in their opinions, and who 
make these prejudices a constant topic of 
conversation. Cherish the desire in children 
to understand the reasons of all the ceremo- 
nies of religion. Form their taste, not for 
sermons full of empty and affected ornament, 
but for rational and edifying discourses, which 
explain clearly the true meaning of Scrip- 
ture ; make them observe how beautiful and 
impressive is the simplicity of such instruc- 



HO FEMALE EDUCATION. 

tions, and give them a preference for that 
church in which the pastor speaks with so- 
lemnity and feeling, however destitute he 
may be of talent or power. But at the same 
time teach them to love and respect the pious 
of all denominations. Accustom the imagina- 
tion of children to hear often of death ; to 
see without terror, a pall, an open tomb, sick 
persons who are just expiring, and even those 
who are already dead, if you can do it with- 
out exposing their sensibilities to too violent 
a shock. 

Nothing is more grievous than to see many 
persons of wisdom and piety unable to think 
of death without trembling 5 some turn pale 
on finding that the number of persons at table 
is just thirteen, or because they have had 
certain dreams, or have seen a salt-cellar 
overturned ; the fear of all these imaginary 
ill omens is a palpable relic of paganism ; de- 
monstrate its vanity and absurdity. Though 
women have not the same opportunities for 
the display of courage that men have, they 
ought nevertheless to possess it. Cowardice 



RELIGIOUS INSTRUCTION. m 

is always contemptible, always productive of 
evil consequences. A female should know 
how to resist vain alarms ; in order to be 
resolute in unforeseen dangers, and to refrain 
from tears and dismay, on common occasions, 
she must be sustained by virtue. When an 
individual of either sex is a Christian, cow- 
ardice is no longer venial. The soul of 
Christianity, if the expression may be per- 
mitted, is the contempt of this life and the 
love of the other. 



CHAPTER VIII. 

THE SAME SUBJECT.— Continued. 

The great object which should be con- 
tinually placed before the eyes of children, is 
Jesus Christ, the author and finisher of our 
faith, the centre of all religion, and our only 
hope. I do not here undertake to say how 
far it is necessary to teach them the mystery 
of the incarnation ; for an attempt of this 
kind would lead me too far from my present 
purpose, and there is no scarcity of books in 
which this subject is fully discussed. When 
the principles are established, all the opinions 
and actions of the pupil should be formed 
after the model of the Saviour himself, who 
took a mortal body that he might teach us 
to live and to die, by showing us in that 



RELIGIOUS INSTRUCTION. H3 

human nature, like our own, which he as- 
sumed, all that we are bound to believe and 
practise. It is not necessary, indeed, to 
compare every moment the child's sentiments 
and conduct with the life of Jesus ; this com- 
parison would become tiresome and indis- 
creet ; but children should be accustomed to 
regard the life of Christ as our example, and 
his word as our law. Select from his dis- 
courses and his actions w T hat is most suited to 
the youthful capacity. If the child is impa- 
tient in suffering any inconvenience, bring to 
her mind the remembrance of Jesus Christ 
upon the cross. If she cannot resolve on 
some disagreeable task, show her the Saviour 
laboring as an artisan to the age of thirty 
years. If she is too anxious to be praised 
and esteemed, speak of the ignominy that 
was heaped on the Saviour. If she cannot 
be on good terms with her companions, lead 
her to contemplate Jesus conversing with sin- 
ners, and even with the most abominable 
hypocrites. If she manifests resentment, 
hasten to represent to her Jesus dying on the 
10 



114 FEMALE EDUCATION. 

cross for his very murderers. If she suffers 
herself to be transported with excessive joy, 
describe to her the gentleness and moderation 
of the Saviour, whose whole life was so grave 
and serious. In fine, let her often represent 
to herself what Jesus Christ would think, and 
what he would say, with respect to our con- 
versations, our amusements, and our most 
serious occupations, were he still visible 
among us. " What would be our astonish- 
ment," you might continue, " should he ap- 
pear suddenly in the midst of us, while we 
are regardless of his law ?" " But will not 
this be the case with each one of us at death, 
and with the whole world, at the hour of uni- 
versal judgment?" You can then describe 
the destruction of the universe, the sun dark- 
ened, the stars falling from their places, the 
flaming elements rolling like waves of fire, 
the earth shaking to its foundations. " With 
what eyes then," you can say, " should we 
view this heaven over our heads, this earth 
which sustains us, these houses that we in- 
habit, and all these other objects that surround 



RELIGIOUS INSTRUCTION. H5 

us, since they are reserved for conflagration ?" 
Then describe the opening tombs, the dead 
assembling their scattered relics ; Jesus Christ 
descending in the clouds with overpowering 
majesty ; that book opened, in which are 
written even the most secret thoughts of the 
heart ; that sentence pronounced in presence 
of all nations and ages ; that glory which will 
be revealed to crown the righteous, and make 
them reign with Christ forever ; and finally, 
that fiery gulf, that eternal darkness and 
horror, that gnashing of teeth and rage in 
common with devils, which shall be the doom 
of the guilty. 

Do not fail to give a thorough explanation 
of the decalogue ; show that it is a summary 
of the law of God, and that we find in the 
gospel what is not contained in the decalogue 
except by remote inference. Explain what 
is meant by counsel ; and do not permit your 
pupils to please themselves, as is the common 
practice, with making too wide a distinction 
between counsels and precepts. Make it 
evident that counsels are given to facilitate 



116 FEMALE EDUCATION. 

obedience to the precepts, to secure men 
against their own frailty, to remove them 
from the verge of the precipice, toward which 
they are attracted by their own weight ; that, 
in fine, counsels become absolute precepts 
for those who cannot, on certain occasions, 
observe the precepts without the counsels. 
Often repeat this truth, that the mere observ- 
ance of the external rites of religion is useless 
and even injurious, if it be not internally ani- 
mated by the spirit of love and of religion ; 
render this clear and intelligible ; — show that 
God requires to be honored with the heart, 
and not with the lips ; that ceremonies serve 
to express our religion, and excite it, but that 
ceremonies do not constitute religion ; that 
this resides within, since God seeks the 
homage of those who worship him in spirit 
and in truth ; that it is necessary for us to 
love him in our hearts, and to regard him as 
if there were no other beings in the universe 
beside God and ourselves ; that he needs not 
our words, our suppliant postures, or even 
our treasures ; that our hearts are what he 



RELIGIOUS INSTRUCTION. H7 

requires ; and that we ought not merely to 
do what the law demands, but to do it for 
the sake of obtaining that recompense which 
compliance with the requisitions of the law is 
adapted to supply. Observe also, in this 
connection, that not all who shall cry, Lord, 
Lord, will enter into the kingdom of heaven ; 
that, unless we entertain the true sentiments 
of love to God, renunciation of the world, 
consciousness of our unworthiness, and dread 
of temptation, we make Christianity an illusive 
phantom, which serves only to deceive our- 
selves and others. 

You can next proceed to explain the nature 
of the sacraments ; in this way, you will pro- 
duce a conviction that it is a great thing to 
be a Christian, and that it is base and wretched 
to be devoted to the vanities of the world. 
Show that the examples and maxims of the 
world, far from having any authority over our 
minds, ought to make us view with suspicion 
whatever comes from so dangerous a source ; 
do not fear even to represent, with St. Paul, 
the devil reigning in the world, and agitating 
10* 



118 FEMALE EDUCATION. 

the hearts of men with all the violent passions, 
that make them seek riches, glory, and pleas- 
ure. This pomp, you will say, proceeds 
more directly from the prince of darkness 
than even from worldly men ; this w T orld is a 
vain show to which a Christian ought neither 
to open his eyes nor his heart. The first 
step in religion is the renunciation of earthly 
pomp and vanity ; to plunge again into the 
allurements of the world is a kind of apostacy, 
like that of a recluse who, notwithstanding his 
vows, should quit his retirement, and his 
penitential dress, to mingle again in worldly 
scenes. 

Show that we are under obligation to 
disregard the groundless contempt, the 
impious ridicule, and even the violence 
of the world, since we have become the sol- 
diers of Christ to encounter this enemy. 
" We are not living," you can say, " in the 
days of persecution, when those could be put 
to death who would not renounce the gospel ; 
but the world, which cannot cease to be the 
world, that is, corrupt, always carries on an 



RELIGIOUS INSTRUCTION. H9 

indirect persecution against piety ; it spreads 
out its snares to procure its fall, it vilifies it, 
it ridicules it, and it renders the practice of 
it in most situations so difficult, that even in 
the midst of Christian nations, and where the 
sovereign authority supports Christianity, one 
is in danger of being ashamed of the name of 
Christ and of the imitation of his life. 

Represent in a lively and impressive man- 
ner the happiness of being made members of 
the body of Christ by the eucharist ; in bap- 
tism, he makes us brethren ; in the eucharist, 
he makes us his members. As by his incar- 
nation he has given himself to mankind in 
general, in the other sacrament, which is a 
natural consequence of his incarnation, he 
gives himself, in a special manner, to every 
disciple. But to approach this ordinance, 
without living by the spirit of Christ, is to eat 
and drink judgment to ourselves. The Sa- 
viour himself says, " He that eateth me, shall 
live by me." Praise the infinite goodness of 
the Son of God, who has appointed pastors 
to instruct us in his name, to minister to the 



120 FEMALE EDUCATION. 

edification of saints and to the conversion of 
sinners, that the church may be preserved 
without interruption through every age. Show 
that we have reason to rejoice that God has 
given such power to men ; that we should 
venerate these men of God, and that the dis- 
covery of anything in them which brings re- 
proach upon their office, should excite our 
deepest sorrow. The doctrine that they 
preach is not their own ; he who listens to 
them, listens to Christ himself; when they 
come in the name of Christ to explain the 
Scriptures, the Holy Spirit speaks through 
their lips. Their time is not their own ; from 
so high a ministry, in which they ought to 
give themselves wholly to preaching the word 
and prayer, we should not wish to withdraw 
them, for the purpose of mingling in secular 
affairs. The wish to withhold from them a 
proper support is, therefore, unjustifiable ; 
but it is still more criminal to desire to edu- 
cate relatives and friends for this most solemn 
and responsible office, with a view merely to 
their temporal interests. 



-RELIGIOUS INSTRUCTION. 121 

It remains to show the necessity of prayer, 
grounded on the need of grace to which we 
have already alluded. You can say to a 
child, " God requires us to ask the aid of his 
grace, not because he is ignorant of our wants, 
but because he chooses to subject us to a 
supplication that leads us to be sensible of our 
need ; thus it is the humiliation of our hearts, 
the feeling of our misery and helplessness, 
and confidence in his goodness, that he re- 
quires of us. This supplication which God 
requires us to make, consists in nothing but 
the intention and the desire ; for there is no 
necessity for our words. Many words are 
often repeated without prayer, and often 
there is inward prayer where not a word is 
pronounced. These words are, nevertheless, 
very useful, for they excite in our minds, if 
we are attentive, the thoughts and feelings 
which they express; it is for this reason that 
Christ has given a form of prayer. How 
great a consolation is it for us to know, from 
the lips of the Saviour himself, in what man- 
ner we should approach the Father ! What 



122 



FEMALE EDUCATION. 



power must there be in the petitions that God 
himself instructs us to use ! How can he fail 
to grant that which he has taken care to in- 
struct us to ask ? You can next show how 
simple and sublime is this prayer, how con- 
cise and yet how full of every thing which 
we can hope to receive from on high. 



CHAPTER IX. 

PREVALENT FEMALE DEFECTS. 

We have yet to speak of the care requisite 
to preserve young ladies from several faults 
usually prevalent with their sex. They are 
educated in a softness and timidity that ren- 
der them incapable of acting with firmness 
and resolution. There is at first much affec- 
tation, and afterward much of the power of 
habit, in these groundless fears, and these 
tears which they turn to so good account ; 
contempt for such affectation may be very 
useful in its correction, since so much of it is 
to be ascribed to vanity. 

It is necessary also to repress their too ten- 
der friendships, their little jealousies, their 
flattery, and their extreme eagerness in the 



124 FEMALE EDUCATION. 

pursuit of some favorite object; all this is in- 
jurious to them, and accustoms them to re- 
gard every thing grave and serious as unin- 
teresting and severe. We should likewise 
lead them to consider it important that they 
study to converse with conciseness and pre- 
cision. Talent in conversation consists in re- 
trenching all expressions that are useless, and 
in saying much in few words ; most females, 
on the contrary, use many words to express 
very few ideas ; they take fluency in speak- 
ing and a lively imagination, for wit ; they 
exercise no discretion in selecting from the 
multitude of their thoughts ; they follow no 
order with respect to circumstances which 
they are to relate ; their imagination is com- 
pletely occupied with every subject on which 
they converse, and this excitement makes 
them talkative ; but nothing of real worth can 
be expected from a young lady, unless she is 
taught to reflect, to examine her thoughts, to 
communicate them in concise and appropri- 
ate language, and to be able afterward to 
keep silence. 



DEFECTS OF FEMALES. 125 

Another thing contributes not a little to the 
formation of this loquacious disposition in 
young ladies ; — they are naturally somewhat 
inclined to artifice, and are prone to use indi- 
rect means in the attainment of their objects ; 
cunning they esteem laudable ; and how 
should it be otherwise since they know no 
better prudence, and this is usually the first 
thing that they are taught by example ? They 
have a natural facility in assuming any char- 
acter ; tears cost them nothing, their passions 
are violent, and their knowledge limited ; 
hence they neglect nothing which can en- 
hance the probability of their success ; they 
resort to means which to more discreet and 
judicious persons would appear improper ; 
they scarcely exercise their reason in exam- 
ining whether the object of their wishes is re- 
ally desirable ; but they are very industrious 
in the pursuit of it. 

Add to this that they are timid and full of 

bashfulness ; and here we find another source 

of dissimulation. Now to prevent so great 

an evil, we should be careful never to place 

11 



126 FEMALE EDUCATION. 

them under the necessity of resorting to de- 
ceitful conduct ; and we should accustom 
them frankly to make known their inclina- 
tions respecting every thing that is not pro- 
hibited. Let them be at liberty to show 
their weariness, when they are tired. Do 
not constrain them to appear pleased with 
particular persons or books which they dislike. 

If they are so unfortunate as to have form- 
ed the habit of disguising their sentiments, the 
way to remedy this evil is to give them solid 
instruction in the maxims of true prudence 5 
as we see that the method of rendering them 
disgusted with the frivolous fictions of ro- 
mance, is to inspire them with a taste for 
such histories as are useful and pleasing. If 
you neglect to cherish in them a rational cu- 
riosity, they will have an inordinate one ; and, 
in the same manner, if you fail to imbue their 
minds with true prudence, they will become 
habituated to that false prudence, which is no 
other than cunning. 

Show them, by examples, that a person, 
without having recourse to deceit, may be not 



DEFECTS OF FEMALES. ]27 

only discreet and cautious, but diligent in 
using the lawful means of success. Tell 
them that real prudence consists in saying 
little, and being more distrustful of ourselves 
than of others ; not in using deceitful words 
and acting in an assumed character. An un- 
disguised course of conduct, and an established 
reputation for probity, inspire more confidence 
and esteem, and consequently are more ad- 
vantageous, even if we consider temporal 
concerns alone, than any deviations from 
openness and integrity. This probity, united 
with discretion, reflects real honor on its pos- 
sessor. 

But remark further how mean and con- 
temptible is the object sought by dissimula- 
tion ; it is either a trifle unworthy of notice, 
or the gratification of a pernicious passion. 
When we desire only what may with propri- 
ety be desired, we seek the object of our 
wishes by using with moderation the appro- 
priate and obvious means. What is more 
agreeable and rational,, than to be sincere, 
always tranquil, at peace with ourselves, hav- 



128 FEMALE EDUCATION. 

ing nothing to fear or to feign ? While, on 
the contrary, a deceitful person is always ex- 
posed to agitation, danger, remorse, and the 
deplorable necessity of concealing one artifice 
by a hundred others. 

With all this dishonorable anxiety, these 
dissembling persons by no means escape the 
evils that they strive to avert. Soon or late 
their characters are fully known. If people 
are deceived by them in some detached cir- 
circumstance, they are not so with respect to 
the general tenor of their lives ; they are al- 
ways suspected in some way ; not unfrequently 
they are the dupes of the very persons whom 
they wish to deceive ; for such will often pre- 
tend to be deceived when they are not ; and 
thus these artful, dissembling persons often 
think themselves esteemed, when in fact they 
are the objects of contempt. But however 
successful in their schemes, they will at least 
be regarded with suspicion ; and what is 
more adverse to the advantages which a pru- 
dent regard to our own interest would prompt 
us to seek, than a constant exposure to suspi- 



DEFECTS OF FEMALES. 129 

cion? Suggest such observations as these, 
gradually, as you find opportunity, and as ne- 
cessity, and their own capacities demand. 

Observe likewise that artifice and dissimu- 
lation always spring from a mean disposition 
and a narrow mind. Persons resort to cun- 
ning and concealment, either because they 
are not such as they ought to be, or because, 
desiring things which are not improper, they 
employ unworthy methods to effect their pur- 
pose, for want of sufficient knowledge to 
guide them in the choice of more honorable 
means. Lead children to remark the folly 
of certain acts which they see practised, and 
the contempt which they bring upon those 
who practise them ; and, in fine, make them 
thoroughly ashamed of their conduct when 
they are detected in any instance of deceit. 
Occasionally deprive them of what they love, 
because they wished to obtain it by indirect 
means, and say that they shall have it when 
they ask for it with simplicity ; do not fear to 
be lenient to their little frailties, that they 
may be encouraged to avoid concealing them. 
11 * 



] 30 FEMALE EDUCATION. 

Extreme diffidence is a most dangerous evil, 
and one to which a remedy should early be 
applied ; for, unless carefully watched, it 
renders all others incurable. 

Undeceive them with regard to those re-» 
finements in dissimulation, by which they en-» 
deavor to make others deceive themselves, 
and so to avoid the reproach of having de- 
ceived them ; there is more baseness and 
fraud in this species of cunning, than in com- 
mon artifice. Others practise deception with 
a species of candor and plain dealing, (if 
such an expression may be allowed ;) but 
these make use of a new disguise to give 
credit to the other. Say to the child that 
God is truth itself ; that for any one to trifle 
with truth in his words, is to trifle with God ; 
that her language should be precise and 
exact, and that she should speak little in order 
that she may say nothing but what is correct, 
and thus may maintain the greatest reverence 
for truth. 

Beware of imitating those persons who 
commend children when they have displayed 



DEFECTS OF FEMALES. 131 

their ingenuity in the practice of deception. 

Instead of manifesting pleasure on such occa- 
sions, censure them severely, and manage so 
that all their artifices shall fail of success ; in 
this way experience will render them distaste- 
ful. By praising them for such faults, you 
persuade them that cunning and deception 
are proofs of talent. 



CHAPTER X. 

THE VANITY OF BEAUTY AND DRESS. 

Nothing is so much to be feared in girls, 
as vanity ; they have naturally a strong de- 
sire to please. The paths which conduct 
men to fame and influence being inaccessible 
to them, their whole attention is bestowed on 
the culture of intellectual and personal graces ; 
hence proceeds their agreeable and insinuat- 
ing conversation ; hence it is, that they so 
eagerly aspire after beauty and all external 
attractions, and that they have so passionate 
a fondness for ornaments ; a cap, a ribbon, a 
curl somewhat higher or lower, the choice of 
a color, are so many important concerns in 
their estimation. 

These things are carried to a greater ex- 



BEAUTY AND DRESS. 133 

trerae in our nation than in any other ; the 
fickle disposition that reigns among us, causes 
a continual variety in the fashions ; thus to 
the fondness for dress is added the charm of 
novelty, which has singular power over such 
minds. These two follies united, annihilate 
all distinctions of rank, and vitiate the public 
morals. As there is no longer any establish- 
ed distinction in dress and furniture, there is 
nothing in fact to mark the different grades 
of society ; for as to the private table of indi- 
viduals, it is beyond the reach of public scru- 
tiny; each one chooses according to his 
wealth, or rather, without wealth, according 
to his ambition and vanity. 

This luxury and splendor ruin families, 
and the ruin of families involves the corrup- 
tion of the morals of society. On one side, 
all this pomp and show excite in the minds 
of persons of humble birth, the passion for 
hastily amassing wealth, a propensity which 
the Holy Spirit assures us cannot be indulged 
without sin. On the other hand, people of 
quality, finding themselves without resources, 



134 FEMALE EDUCATION. 

are guilty of the most unworthy and infamous 
conduct in the attempt to support their ex- 
penses ; in this way, however, fidelity, pro- 
bity, and natural affection, even among the 
nearest relatives, gradually become extinct. 

All these calamities spring from the author- 
ity that vain women have in deciding on the 
fashions ; they assail with ridicule and con- 
tempt all those who wish to preserve the 
gravity and simplicity of ancient manners. 

Be solicitous then to make young ladies 
sensible that the honor which springs from a 
good character and from real capacity, is far 
more estimable than that which is derived 
from their hair or their dress. Assure them 
that beauty deceives the person who possesses 
it, even more than those who are dazzled by 
it ; it disturbs and intoxicates the soul ; its 
possessor views herself with greater fondness 
than is felt by the most impassioned lovers 
for those of whom they are enamored. A 
very few years constitute the difference be- 
tween a fine woman, and one who is destitute 
of personal charms. Beauty can be only in- 



BEAUTY AND DRESS. 135 

jurious, unless it procure a young lady an 
advantageous marriage. But how can it do 
this, unless it be sustained by merit and virtue ? 
She cannot expect to marry any one but a 
young fool, unless her wisdom and modesty 
render her attractive in the estimation of men 
who possess cultivated minds, and who are 
sensible of the superior excellence of moral 
qualities. Those whose beauty is their only 
recommendation, soon become ridiculous ; 
they unconsciously arrive at an age when 
their beauty fades, and they continue to be 
charmed with themselves, though every one 
else, far from being pleased, is disgusted with 
them. In fine, it is as unreasonable to value 
beauty alone, as to wish, like savage and 
barbarous nations, to make all merit consist in 
muscular' strength. 

From beauty we pass to consider the sub- 
ject of dress ; real graces depend not on vain 
and affected ornament. We may indeed re- 
gard neatness, decency and propriety in the 
adjustment of our necessary attire ; but, be- 
yond this, the garments that cover us, and 



136 FEMALE EDUCATION. 

which we may render convenient and agreea- 
ble, can never confer upon us real beauty. 
I would even lead young ladies to remark 
the noble simplicity apparent in the statues 
and other representations which remain to us 
of the Grecian and Roman women ; they 
would here see how graceful and majestic are 
those figures, where the hair is tied behind 
with an air of negligence, and where the 
drapery is full and flowing. It would also be 
advantageous to them to hear the conversation 
of painters, and other persons who have this 
exquisite taste for the models of antiquity. 
If their minds rise in any degree above the 
prejudices of custom, they will soon conceive 
the greatest dislike for their unnatural modes 
of curling the hair, and for those dresses that 
are made in the extremity of the fashion. I 
am well aware that we should not wish them 
to conform to the ancient models ; it would 
be extravagant to desire it ; but they might, 
without any singularity, form a taste for that 
simplicity of dress, which is so dignified, so 
graceful, and, at the same time, so suitable 



BEAUTY AND DRESS. 137 

to Christian morals. In this way, while 
externally conforming to present fashions, 
they would at least know what to think of 
these fashions. They would comply with 
custom, as they would submit to a tiresome 
servitude, and they would yield to it only 
what they could not refuse. Make them 
observe, seasonably and frequently, the vanity 
and frivolousness that produce this incon- 
stancy in the fashions. It is a very ill-judged 
thing, for example, to swell the head dress 
with I know not how many caps piled one 
upon another ; the true graces follow nature, 
and never place her under constraint. 

But the fashion destroys itself; it is always 
aiming at perfection, and yet never reaches 
it ; at least, it is never willing to stop at that 
point ; it would be reasonable, if it changed 
for the sake of remaining fixed, after having 
attained perfection in convenience and ele- 
gance ; but to change continually, merely for 
the sake of changing, is nothing less than to 
seek inconstancy and confusion, instead of 
true refinement and good taste. We gene- 
12 



138 FEMALE EDUCATION. 

rally find nothing but caprice in the fashions. 
The ladies have the power of deciding in 
these concerns. They are indeed the only 
persons to whom we should wish to consign 
this charge ; it is true, however, that the most 
ignorant and frivolous take the chief direc- 
tion ; they neither choose nor refuse anything 
on rational principles ; if any tasteful inven- 
tion has been long in fashion, that is a suffi- 
cient reason for its being so no longer ; it 
is displaced, and something else, however 
ridiculous, takes its place on the ground of 
novelty, and is admired. 

When these principles are established, you 
may proceed to point out the rules of Chris- 
tian modesty. We learn by the sacred Scrip- 
tures, that man is born in the corruption of 
sin. His depraved passions and appetites 
are a source of temptation to his soul. Jesus 
Christ teaches us to place all our virtue in 
the distrust and dread of ourselves. " Would 
you then be willing," you can say to a young 
lady, " to expose your own soul and that of 
your neighbor to danger, for the sake of 



BEAUTY AND DRESS. 139 

gratifying a foolish vanity ?" " Abhor then 
all immodest exposure of the person ; though 
faults of this kind should be committed, with- 
out being prompted by any wrong passion, 
they originate at least in vanity, and an im- 
moderate desire to please." " Does this 
vanity justify, in the view of God, and in the 
estimation of men, conduct so rash, so scan- 
dalous, and so pernicious in its influence on 
others ?" " Is this inconsiderate desire to 
please, becoming in a Christian, who ought 
to regard as idolatry every thing which turns 
away the affections from the Creator to fasten 
them on creatures ?" " But what is the ob- 
ject in thus seeking to please ?" " Is it not 
to excite the passions of men ?" " Are these 
passions so much under our control that we 
can check them ?" " If they become too ve- 
hement, ought not all the consequences to be 
imputed to us ?" " And do they not always 
go too far, however slightly they may be in- 
flamed ?" " You prepare a subtle and deadly 
poison ; you pour it on all who behold you, 
and yet think yourself innocent !" Refer to 



140 FEMALE EDUCATION. 

examples of persons whom their modesty has 
made esteemed and respected, and of others 
to whom their immodesty has proved a source 
of evil ; but especially permit nothing in the 
exterior of young ladies, that is above their 
station. Rigidly repress all their whims and 
lofty notions. Show them the danger to 
which they are exposed, and how much they 
are despised by persons of wisdom, when 
they thus forget what they are. 

What remains to be done is to undeceive 
young ladies with respect to their ideas of 
wit and genius. Unless care is exercised, 
when they possess a degree of vivacity, they 
put themselves forward, they wish to give 
their opinion on every subject, they decide 
upon works far above their capacity, they af- 
fect to suffer ennui from extreme delicacy. 
A young lady ought never to speak except 
when there is a real necessity for it, and then 
she should speak with an air of doubt and 
deference ; she should not give her senti- 
ments on subjects that are above the capacity 
of ordinary young ladies, even though she 



BEAUTY AND DRESS. 141 

should herself be acquainted with them. 
However admirably she may be endowed 
with memory, vivacity, pleasantry, the faculty 
of conversing with ease and gracefulness, 
these are qualities which she will possess in 
common with a great number of other 
females who have very little good sense, and 
who are very contemptible ; but let her main- 
tain an undeviating and consistent course of 
conduct, an equable and well-balanced mind 
— let her know how to be silent and to share 
in the management of important concerns — 
and these rare qualities will distinguish her 
from her sex. False delicacy and the affec- 
tation of ennui should be repressed, by con- 
vincing her that good taste consists in being 
pleased with things just in proportion to their 
utility. 

Nothing is truly estimable but good sense 
and virtue ; both these lead us to regard dis- 
gust and ennui, not as marks of a commen- 
dable delicacy, but as the weaknesses of a 



disordered mind. 

3 ( 

12 



Since we cannot avoid living with those 



142 FEMALE EDUCATION. 

who are destitute of refinement, since we 
must engage in occupations not always in ac- 
cordance with our taste, reason, which is the 
only genuine delicacy, consists in making our 
feelings conform to the views and feelings of 
those around us. A mind which can taste 
the pleasures of refinement, but which can 
dispense with politeness, when it is necessary 
in order to attain more important objects, is 
infinitely superior to those delicate minds 
which are rendered powerless by their own 
fastidiousness. 



CHAPTER XI. 

THE APPROPRIATE DUTIES OF WOMEN. 

We come now to the particular examina- 
tion of things in which women should be in- 
structed. What are their occupations ? They 
are intrusted with the education of their chil- 
dren ; of boys till they have arrived at a cer- 
tain age ; of girls till they leave the paternal 
roof; — they have charge of the conduct of 
domestics, their morals, and their occupa- 
tions ; — the detail of expenses, the means of 
disposing every thing in a creditable and 
economical manner, and, not unfrequently, 
the management of business, and the disposal 
of property. 

The knowledge of women, like that of 
men, should be confined to instruction relat- 



144 FEMALE EDUCATION. 

ing to their appropriate duties ; and the dif- 
ference in their employments should induce 
a correspondent change in their studies. It 
is necessary then that the instruction of fe- 
males should be limited to those things which 
we have just enumerated. An inquisitive 
woman will think that this is assigning very 
narrow bounds to her curiosity ; she is in an 
error ; the truth is, she is by no means aware 
of the importance and extent of what I now 
propose. 

A mother must possess no small share of 
discernment, to know the disposition and 
genius of each of her children, to adopt that 
course respecting them that is best suited to 
discover their inclinations and talents, to re- 
press their rising passions, to imbue their 
minds with good principles, and to rectify 
their errors. What prudence must she not 
possess, to -acquire and maintain authority 
over them, without losing their friendship and 
confidence ! Has she not also need of ob- 
serving and knowing thoroughly the charac- 
ters of those to whom she intrusts them ? 



DUTIES OF WOMEN. 145 

The mother of a family should therefore be 
fully instructed in religion, and should pos- 
sess a mind at once discreet, resolute, assidu- 
ous, and skilful in the science of government. 

Can any one doubt whether these cares 
properly belong to women, while it is evident 
that they naturally devolve on them, even 
during the life of their husbands, whenever 
they are occupied abroad? These cares 
still more nearly affect them, if they become 
widows. In a word, St. Paul himself makes 
this an important part of their duty. 

I do not here bring to view in detail all 
the knowledge requisite in a mother for the 
education of her children, as this brief sum- 
mary is sufficient to show the extent of that 
information which she must possess. Con- 
nect with this charge, that of economy ; most 
ladies neglect this as a mean employment, 
fit only for peasants and laborers, or at most 
for stewards and housekeepers ; it is par- 
ticularly the case that those who have always 
lived in luxury and idleness, are too proud 
and indolent for all this detail. They esteem 



146 FEMALE EDUCATION. 

rural life not unlike that of the savages of 
Canada ; if you wish to converse with them 
on the sale of corn, the cultivation of land, 
the different kinds of revenue from it, the 
management of farms, or the appointment of 
stewards, they think that you wish to degrade 
them to mean and unworthy occupations. 

It is, however, nothing but ignorance that 
leads us to despise this science of economy. 
The ancient Greeks and Romans, so distin- 
guished for talent and refinement, were most 
assiduous in the acquisition of knowledge on 
these subjects ; those among them who pos- 
sessed the greatest genius, composed, from 
their own experience and observation, books 
still extant, in which they have descended to 
the minutest details of agriculture. We know 
that their victorious warriors did not disdain 
to engage in the labors of husbandry, and to 
return from triumph to the plough. This is 
indeed so widely different from our customs, 
that it would not be credited, could we find in 
history any pretext for denying the fact. But 
is it not natural that they should think of de- 



DUTIES OF WOMEN. 147 

fending their native country, or enlarging her 
territory, only that they might cultivate it in 
peace? Of what use is victory, unless we 
may reap the fruits of peace? After all, a 
sound judgment would lead us to wish to un- 
derstand thoroughly, the nature of whatever 
intimately concerns the interests of society. 
Now the strength and prosperity of a state 
consist not in having many provinces left 
without Cultivation, but in obtaining from the 
land already possessed all that is necessary to 
support with ease a numerous people. 

It undoubtedly requires a far more elevated 
and comprehensive genius to be acquainted 
with all the arts which are connected with 
economy, and to be qualified to conduct the 
affairs of a whole family, which is a little re- 
public, than to play, to talk about the fash- 
ions, and to be accomplished in the petty re- 
finements of conversation. That kind of tal- 
ent is very contemptible, which extends no 
farther than to make its possessor converse 
with propriety. We not unfrequently meet 
with women whose conversation is full of cor-* 



148 FEMALE EDUCATION. 

rect sentiments, but who, for want of season- 
able care and diligence, discover nothing but 
frivolousness in their conduct. 

But beware of the opposite fault. Fe- 
males are in danger of rushing to extremes 
in every thing ; it is well to accustom them 
in infancy to take charge of some little busi- 
ness, to keep accounts, to observe the mode 
of purchasing every thing which is bought, 
and to understand the proper way in which 
every thmg should be done ; but always be 
careful that their economy do not degenerate 
into avarice ; show them particularly all the 
absurdities of this passion. You can then 
say to them, "Be assured that avarice gains 
little, and dishonors much ; a rational mind 
should only seek, by a frugal and laborious 
life, to avoid the shame and injustice at- 
tached to a wasteful and ruinous prodigality. 
We should retrench all superfluous expenses, 
only that we may possess the power to meet 
more readily those which propriety, or friend- 
ship, or charity, demand. It is often a great 
advantage to know how to lose at proper 



DUTIES OF WOMEN. 149 

times ; it is from a good system permanently 
established, and not from sordid savings, that 
great advantages arise. Fail not to represent 
to them the gross mistake of those women 
who congratulate themselves on saving a wax 
candle, while at the same time, they are de- 
ceived by a steward respecting their most im- 
portant interests. Regard neatness as Well 
as economy ; accustom young ladies to leave 
nothing that is not clean and in order ; let 
them notice the least irregularity in a family ;• 
make them likewise observe that nothing con- 
tributes more to economy and neatness than 
the habit of always keeping every thing in its 
place. This rule appears at first of small im- 
portance ; it would, however, if scrupulously 
observed, be very extensively useful. If you 
wish for any thing, you will never lose a mo- 
ment in searching for it ; confusion, debate, 
and embarrassment, are entirely avoided ; you 
lay your hand upon it at once, and when you 
have made use of it, you immediately return 
it to its proper place. This perfect arrange- 
ment constitutes no small part of neatness ; it 
13 



150 FEMALE EDUCATION. 

is this exact order that strikes the eye with 
the most pleasure ; besides, the place as- 
signed to each article being that which is 
most suitable for it, w T ith respect not only to 
its appearance, but still more to its preserva- 
tion, it is less injured by use than it would 
otherwise be ; it is not usually destroyed by 
any accident ; it is also kept neatly ; as, for 
instance, a dish will be neither dusty nor in 
danger of being broken, when it is replaced 
immediately after being used. The same 
spirit of care that occasions articles to be 
disposed with precision, causes them also to 
be kept clean. Add to these advantages that 
of repressing in domestics the disposition to 
be idle and careless. This habit, moreover, 
contributes much to render service prompt 
and easy, and to remove the frequent temp- 
tation to impatience on account of delay, aris- 
ing from difficulty in finding things that have 
been misplaced. But at the same time, 
avoid the extreme of neatness and nicety. 
Neatness, when not immoderate, is a virtue ; 
but when it is carried too far, it degenerates 



DUTIES OF WOMEN. 151 

into littleness of mind ; good taste rejects 
excessive delicacy ; little things it treats as 
little things, and is not sensibly affected 
by them. You may then in the presence of 
children, ridicule the passionate fondness for 
trifles which is discernible in some women, 
and which leads them insensibly into very 
indiscreet expenses. Accustom them to a 
neatness that is simple and easily practised ; 
show them the best method of doing things, 
but be still more careful to show them how 
to do without them ; make them sensible 
how much narrowness of mind and meanness 
there is in being irritated because a soup is 
not well seasoned, a curtain not properly 
folded, or a chair not sufficiently high or low. 
It is undoubtedly a mark of a better mind 
to be voluntarily indifferent to some points of 
propriety, than to be scrupulously nice with 
regard to things of so little importance. This 
pernicious delicacy, if indulged in females 
who possess talent, is even more dangerous 
in relation to their intercourse with society, 
than as affecting other things ; most persons 



152 FEMALE EDUCATION. 

appear to them uninteresting and tiresome ; 
the least failure in politeness appears mon- 
strous ; they are always scornful and dis- 
gusted. They should seasonably be made 
to perceive that nothing is so injudicious as 
to form a superficial judgment of persons 
from their manners, instead of examining 
thoroughly their mental endowments, their 
sentiments, and their useful qualities ; show 
them by various examples, that a countryman, 
whose manners are unpolished, or, if you 
please, ridiculous, with all his tiresome com- 
pliments, is, if possessed of a good heart and 
a well regulated understanding, far more esti- 
mable than a courtier, who, under a finished 
politeness, conceals a disposition, ungrateful, 
unjust, and capable of every species of dis- 
simulation and baseness. Say, likewise, that 
there is always weakness in those minds 
which have a strong propensity to ennui and 
disgust. There are none from whose con- 
versation we may not derive some advantage, 
although, when our choice is unrestricted, we 
should choose the best ; but when we are 



DUTIES OF WOMEN. 153 

reduced to the necessity of holding inter- 
course with those of a different cast, there is 
this consolation, that they can be led to speak 
of what they know, and that intelligent per- 
sons can always obtain some information even 
from the most ignorant. But let us return to 
the consideration of those things in which a 
young lady should be instructed. 



13 



CHAPTER XII. 

THE SAME SUBJECT.— Continued. 

The art of being well served, is one of no 
inconsiderable importance ; servants must be 
chosen, who are not insensible to the claims 
of honor and religion. It is necessary for 
you to understand the duties which fall to 
their lot, the time and labor requisite for each 
particular thing, the manner of doing it well, 
and the expense necessarily incurred. If 
you are ignorant of household affairs, if, for 
instance, you know nothing respecting the 
price and the quantity of sugar, and of other 
things necessary for the articles that you wish 
to have prepared, you are in danger of being 
either the dupe or the tyrant of your do- 
mestics. 



DUTIES OF WOMEN. 155 

You must also be able to understand then- 
dispositions, to influence their minds, and to 
govern this little republic, usually very turbu- 
lent, on Christian principles. Authority is 
doubtless needful ; for if persons are not 
governed by reason, there is the greater 
necessity that they should be restrained by 
fear ; but since Christian servants are breth- 
ren in Christ Jesus, and, as his members, 
have a claim to your regard, you are under 
obligation to have recourse to authority only 
when persuasion fails. 

Endeavor then to gain the love of your 
servants without stooping to any unbecoming 
familiarity ; do not enter into conversation 
with them ; at the same time, do not fear to 
speak to them occasionally respecting their 
concerns, with affection, and without haughti- 
ness. Let them be secure of finding counsel 
and sympathy ; never reprimand them se- 
verely for their faults ; do not appear either 
surprised or discouraged by these, as long as 
you do not consider them incorrigible ; reason 
with them gently, and often bear with their 



156 FEMALE EDUCATION. 

failings in service, that you may be able to 
convince them by your coolness that you 
speak without feeling vexed or impatient, and 
much more for their advantage than for your 
own. It will not be easy to accustom young 
persons in the higher rank of life, to this 
gentle and charitable course of conduct ; for 
the impatience and ardor of youth, together 
with the false notions instilled into their 
minds from their birth, lead them to consider 
domestics as little above the brutes ; they 
believe themselves to be of a different nature 
from those who wait on them ; they imagine 
that servants were made only for the con- 
venience of their masters. Endeavor to 
make them sensible how contrary these max- 
ims are to modest views of themselves, and 
huamnity to their neighbors. Convince them 
that men were not made merely for the pur- 
pose of being served ; that it is a brutal error 
to believe that some are born to gratify the 
indolence and pride of others ; that the dis- 
tinction of master and servant being estab- 
lished in opposition to the natural equality of 



DUTIES OF WOMEN. I57 

men, we are bound to render the condition 
of servants as agreeable as possible ; that as 
masters, who have had better instruction than 
their servants, are full of defects, it is not 
reasonable to expect that servants should 
have none, since these have not enjoyed the 
advantages of education, or of good exam- 
ples ; that, in fine, if servants injure them- 
selves by misconduct, what is ordinarily styled 
being well served, is still more injurious to 
masters ; for this facility of gratifying them- 
selves in every thing, and of delivering them- 
selves entirely to their desires, tends only to 
enervate their minds, and to render them 
ardent and impetuous in pursuit of the slight- 
est gratifications. 

It is very useful to accustom daughters 
early to the management of domestic con- 
cerns ; give them something to take charge 
of, on condition of their rendering an account 
of it to you. This confidence will charm 
them ; for the young receive very sensible 
pleasure, when others begin to repose confi- 



158 FEMALE EDUCATION. 

dence in them, and they are permitted to 
share in the direction of important concerns. 
We see a fine example of this in queen Mar- 
garet ; this princess relates, in her memoirs, 
that the most lively pleasure which she ever 
felt, was occasioned by her perceiving that 
the queen her mother began to converse with 
her, when she was yet very young, as if she 
had arrived at years of discretion ; she was 
transported with joy at being received into 
the confidence of the queen, and of her 
brother, the duke of Anjou, respecting se- 
crets of state ; as till then she had known 
nothing but the sports of children. You can 
even permit a daughter to fall into some error 
in such attempts, and thus sacrifice something 
to the higher interests of her education ; show 
her, in a mild and gentle manner, what she 
should have said or done to avoid the incon- 
veniences to which she has exposed herself; 
relate your own past experience, and do not 
be afraid to tell of similar faults which you 
yourself committed when young ; in this way, 



DUTIES OF WOMEN. 159 

you will inspire her with confidence, without 
which education becomes a formal and irk- 
some restraint. 

Let young ladies be taught to read and 
write correctly. It is disgraceful, but not 
uncommon, to see ladies not wanting in wit 
and politeness, who are yet unable to pro- 
nounce well what they read ; they either 
hesitate, or, they read with a disagreeable 
tone, instead -of pronouncing with firmness 
and smoothness, in a simple and natural 
manner. They fail still more grossly in 
chirography ; they should at least be accus- 
tomed to make their lines straight, that what 
they write may be neat and legible. They 
should also understand the grammar of their 
own language ; I do not mean that they 
should learn it as boys learn Latin at school ; 
only teach them without affectation, to avoid 
taking, one tense for another, to use proper 
terms ; to communicate their thoughts with 
perspicuity, conciseness, and precision ; you 
will thus put it in their power one day to 
teach their children the art of speaking well 



160 FEMALE EDUCATION. 

without formal study. We know that in 
ancient Rome the mother of the Gracchi 
contributed much, by a good education, to 
impart grace and power to the eloquence of 
her sons, who afterward became so distin- 
guished. 

They should likewise understand the four 
rules of arithmetic ; you can bring their 
knowledge of this into practice with great 
advantage by making them keep accounts. 
This is to many persons a very difficult occu- 
pation ; but a habit formed in infancy, united 
with the facility of performing, by the aid of 
rules, a variety of difficult calculations, will 
very much diminish this distaste. Nothing 
is more certain than that good order in fami- 
lies is often dependent on exactness in cal- 
culation. 

It would also be well for them to know 
something of the fundamental principles of 
justice ; for instance, the difference between 
a legacy, and a donation ; the nature of con- 
tracts ; the principal laws and customs of the 
country in which they reside, a compliance 






DUTIES OF WOMEN. 161 

with which is necessary to the validity of 
these acts ; the nature of civil society ; and 
the distinction between real and personal 
estate ; if they marry, their most important 
concerns will be dependent on these. 

But at the same time show them the difficul- 
ties connected with the administration of jus- 
tice ; that through the weakness of the human 
understanding, justice itself is full of obscuri- 
ties and doubtful rules ; that jurisprudence is 
Various ; that every thing dependent on judges, 
however clear it may seem, becomes un- 
certain ; that the tedious delays of the best 
causes are often ruinous in their consequen- 
ces. Show them the agitation of the courts, 
the fury of chicanery, the pernicious arts and 
subtleties of pleading, the immense expense 
which it involves, the misfortunes of those en- 
gaged in litigation, the industry of attorneys 
and registers, in enriching themselves, while 
they are impoverishing the parties concerned ; 
inform them likewise of the means by which 
the administration of justice is counteracted by 
the forms of law, and by arraying the deci- 
14 



162 FEMALE EDUCATION. 

sions of one tribunal against those of another 5 
— if your ease comes under the cognizance 
of one court, it is decided in your favor ;• if 
referred to another, it is lost. In fine, do not 
forget to notice the differences among attor- 
neys and judges on the same affair ; in con- 
sultation you gain the cause, but when the 
verdict is finally announced, it is against 
you. 

All this information appears to me valuable 
to females, to preserve them from precipita- 
tion in business, and from blindly abandoning 
themselves to counsels inconsistent with peace, 
when they are widows, or, in a different situ- 
ation, mistresses of their own property ; they 
should listen to those who superintend their 
business, but never trust themselves implicitly 
to their direction. They should distrust their 
counsel when they advise them to engage in 
litigation, and should consult persons whose 
minds are more enlarged, and who are more 
sensible of the advantages resulting from an 
accommodation ; and, in fine, they should be 
convinced that skill in the management of 



DUTIES OF WOMEN. 163 

business consists in foreseeing the approach 
of evils, and in knowing how to avert 
them. 

Young ladies of birth and fortune need to 
be instructed in the peculiar duties of propri- 
etors of land. Point out to them, therefore, 
the means that can be employed to hinder 
the abuses, the violence, the chicanery, and 
deceit, so common among those who have the 
management of estates in the country. Di- 
rect their attention to the methods of estab- 
lishing little schools, and charitable associa- 
tions for the assistance of indigent sick persons. 
Show them how trade can sometimes be es- 
tablished in certain regions to diminish pov- 
erty ; but more particularly in what manner 
useful instruction and the principles of reli- 
gion may be diffused among the people ; all 
this would require details too minute for ad- 
mission here. 

After these instructions, which should hold 
the first place, I believe that it is not without 
advantage to indulge young ladies, as they 
have leisure, and as their taste directs, in the 



164 FEMALE EDUCATION. 

perusal of such literary works as contain 
nothing tending to inflame the passions. This 
is the true method of creating a distaste for 
plays and romances. Give them the histories 
of Greece and Rome ; they will there find 
prodigies of valor and disinterested patriotism ; 
do not leave them in ignorance of the history 
of their own country, which has also its beau- 
ties ; they should likewise have access to 
those of neighboring countries, and to such 
descriptions of distant regions as are judi- 
ciously composed ; works of this kind serve 
to enlarge the mind, and to elevate the soul 
to noble sentiments, if vanity and affectation 
are avoided. It is generally supposed that a 
young lady of elevated station, cannot be well 
educated, without being acquainted with the 
Spanish and Italian languages ; but I see 
nothing less advantageous than these studies, 
unless intercourse with families from Spain 
or Italy is contemplated ; . otherwise, these 
two languages serve scarcely any purpose but 
to facilitate the perusal of pernicious books, 
suited to aggravate the faults to which females 



DUTIES OF WOMEN. 1G5 

arc subject; there is more loss than gain in 
pursuits of this kind.* The study of Latin 
has more to recommend it, as this is the lan- 
guage of the church; it is also true that 
those who seek for the beauties of composi- 
tion will find them more genuine and in far 
greater profusion in Latin than in Italian and 
Spanish, in which we find a playfulness of 
wit and brilliancy of imagination, too little 
controlled by taste and judgment ; but I 
would recommend the study of Latin for 
those young ladies only who possess discre- 
tion and modesty, who would attach to it no 
disproportionate value, who would not be 
guided by an idle curiosity, but would be con- 
tent to conceal what they have learned, and to 
seek no other object but their own improve- 
ment. 

I would also permit them, but with great 
care in the selection, the perusal of books of 
eloquence and poetry, if they discover a taste 
for them, and if their judgment is sufficiently 

* It must be admitted that this reasoning is extromely incon- 
clusive. — Tk. 

14* 



166 FEMALE EDUCATION. 

established to form a proper estimate of these 
things ; but I should dread to excite too pow- 
erfully their vivid imaginations, and should de- 
mand in all this the greatest moderation ; 
whatever tends to inflame the passion of love, 
appears to me, the more it is softened and 
disguised, so much the more dangerous, 

Music and painting require the same pre* 
cautions; all these arts pertain to the same 
genius and the same taste. We know that 
the ancients esteemed nothing more detri- 
mental to a well regulated republic than the 
introduction of effeminate music ; it enervates 
men ; it renders the soul soft and voluptuous ; 
the languishing tones of passion would never 
communicate a pleasure so thrilling, if the 
soul did not abandon itself entirely to the 
allurements of the senses. It was for this 
reason that the Spartan magistrates broke all 
those musical instruments, the harmony of 
which was too delicious, and this was one of 
their most important regulations ; for this rea- 
son, too, did Plato banish from his republic, 
all the melting tones of Asiatic music ; surely 






DUTIES OF WOMEN. 167 

then, Christians, who ought never to seek 
pleasure merely for its own sake, have far 
greater reason to dread these pernicious 
amusements. 

Poetry and music, if directed solely to 
their proper objects, might be employed with 
great advantage to excite in the soul the 
high and ennobling sentiments of virtue ; 
how many poetical works do we find in scrip- 
ture, designed apparently to be sung by the 
Hebrews. Before the scriptures were given, 
songs were the first means of preserving 
among men the memory of divine things. 
We have seen the power of music, even 
among pagans, to elevate the soul above the 
sentiments of the multitude. The church 
has never administered consolation to her af- 
flicted children more successfully, than by 
chanting the praises of God. We should 
then never abandon these arts which the 
Holy Spirit himself has consecrated. Music 
and poetry, devoted to Christian purposes, 
would be most powerful auxiliaries in creating 
a distaste for unhallowed pleasures ; but 



168 FEMALE EDUCATION. 

while groundless prejudices are so prevalent 
in society, a taste' for these arts can scarcely 
be unattended with clanger. If then a young 
lady discovers sensibility to impressions from 
these sources, she should early be made to 
feel how many charms there are in music, 
when retained in connection with religious 
subjects. If she has a good voice, and a 
taste for the delights of harmony, do not 
expect that she will always remain in igno- 
rance of these endowments. Absolute pro- 
hibition would inflame desire. It is much 
better to direct the torrent into its proper 
channel, than to attempt to arrest its course. 
Painting is, among us, more easily turned 
to a useful purpose ; it is also specially 
adapted to the occupations of females ; their 
needlework could not be well performed, if 
left entirely without the aid of painting. I 
know that they might confine themselves to 
such simple kinds of work as require no 
exercise of skill ; but in prosecuting the de- 
sign which, I think, should always be kept in 
view, of occupying the minds of ladies of 



DUTIES OF WOMEN. 1(J9 

qualit}', while their fingers are employed, I 
should wish them to engage in that kind of 
work in which, by the exercise of skill and 
ingenuity, toil is not unmingled with pleasure. 
Works of this nature can possess no real 
beauty, unless they are disposed in subservi- 
ence to the rules of design ; hence it is that 
almost all the figures that we now see in 
cloth, lace, and embroidery, are in bad taste ; 
every thing is confused, and inconsistent with 
the rules of design and proportion. These 
things are esteemed very fine, because they 
cannot be made or purchased without a great 
sacrifice of time. and money; their splendor 
dazzles those who view them at a distance, 
or who do not understand the nature of the 
work ; the ladies have taken these as models 
of the fashions ; whoever should venture to 
doubt their excellence, would be ridiculed as 
whimsical. The admirers of these things 
would, however, be undeceived, if they would 
learn the art of painting, and thus enable 
themselves, at a moderate expense and with 
no small pleasure, to finish works in a style 



170 FEMALE EDUCATION. 

of beauty far above the capricious irregularity" 
of fashion. 

Young ladies should regard a life of idle- 
ness with equal dread and contempt. Let 
them consider that all the first Christians, of 
every condition in life, labored, not merely 
for the sake of amusement, but that they 
might thus be engaged in a sober, constant, 
and useful occupation. The natural order of 
things, the penance imposed upon the first 
man, and through him upon all his posterity; 
that of which the new man, who is Jesus 
Christ, has left us so noble an example, all 
engage us to a laborious life, according to the 
requisitions of the station in which we are 
placed. 

In conducting a young lady's education, 
we should consider her station, the scenes in 
which she is to pass her life, and the duties 
which will probably fall to her lot; do not let 
her indulge in expectations above her fortune 
and rank in society. There are few persons 
who have not suffered from having entertained 
too aspiring hopes ; that which might have 



I 

DUTIES OF WOMEN. 171 

made them happy, is only disgusting, when 
their minds have contemplated a higher sta- 
tion. If a young lady is to live in the coun- 
try, direct her attention without delay to the 
employments in which she is to be engaged, 
and do not permit her to form a taste for the 
amusements of the city ; show her the advan- 
tages of a pious and active life ; if she holds 
a moderate station in the city, avoid introdu- 
cing her to the higher circles ; intercourse 
with them would only lead her to assume a 
demeanor unbecoming her situation ; confine 
her desires and expectations within the limits 
of her condition, and instruct her in those 
things which will form the occupation of her 
future life. 



CHAPTER XIII. 



CONCLUSION. 



I foresee that this plan of education wilr 
be esteemed by many persons a chimerical 
project. " There is need," it will be said. 
" of extraordinary discernment, patience, and 
talent, to reduce it to execution." " Where 
are the governesses capable of understanding 
it ?" " And still further, where are those 
who can follow it ?" But I desire that it 
may be attentively considered, that when we 
undertake a work on the best education of 
which children are susceptible, it is not con- 
sistent with our object to give imperfect 
rules. It is therefore incorrect to censure us 
because we aim at perfection. It is true that 
every one will not be able to advance as far 
in practice as we can easily extend our plans 



CONCLUSION. 173 

on paper ; but if absolute perfection cannot 
be attained, it will not be without advantage 
to have kept it in view ; as this is the best 
means of approaching it. This work does 
not, however, suppose an unusual excellence 
in the disposition of children, or a concur- 
rence of all the circumstances most favorable 
to a complete education. On the contrary, I 
endeavor to suggest remedies for dispositions 
which are either untoward, or which have 
been injured by wrong management ; I pro- 
ceed on the supposition that they have been 
exposed to the mistakes usual in education, 
and I have pointed out the most simple 
methods of reforming, wholly, or in part, 
whatever requires amendment. This little 
work does not indeed contain any directions 
for bringing a neglected or ill-conducted edu- 
cation to a favorable result ; but should this 
excite surprise ? Can any thing more be 
desired than that we should propose certain 
simple rules, the exact observance of which 
will constitute a thorough and finished educa- 
tion ? I admit that much less than is here 
15 



174 FEMALE EDUCATION. 

suggested may be done and ordinarily is 
done for children ; but at the same time it is 
too evident that the young are sufferers from 
this neglect. The path which I show, how- 
ever long it may appear, is, in fact, the 
shortest, as it leads directly to the point 
at which we desire to arrive ; the other path, 
I mean that of fear, and a superficial culture 
of the understanding, though it may seem 
short, is very long ; for by it we can scarcely 
ever arrive at the real object of education, 
which is, to influence the mind by persuasion, 
and to inspire a sincere love for virtue. Most 
children who are guided in this path, have 
to commence their education when it appears 
really finished ; and after they have spent the 
first years of their entrance into society in 
committing faults often irreparable, experi- 
ence and their own reflections must supply 
them with all those principles which this con- 
strained and superficial education could never 
establish in their minds. It should also be 
observed that this first care which I require 
to be bestowed upon children, and which the 



CONCLUSION. 175 

inexperienced regard as burdensome and im- 
practicable, removes many vexatious evils, 
and levels obstacles that become insurmounta- 
ble in the course of a careless and unfinished 
education. In a word, consider that, in 
adopting this scheme of education, it is re- 
quisite, not so much to accomplish what de- 
mands uncommon talent, as to avoid those 
gross errors which have here been particu- 
larly noticed. In many cases, all that is 
necessary is simply to avoid placing children 
under constraint, to give them proper atten- 
tion, to inspire them with confidence, to 
answer their little questions in a sensible and 
intelligible manner, to give free scope to their 
natural dispositions for the sake of better un- 
derstanding them, and to correct with patience 
their errors and faults. It is unreasonable to 
expect that a good education should be con- 
ducted by a bad governess ; nothing more 
can be rationally demanded, than that we 
should propose such rules as will ensure suc- 
cess to the efforts of a person of moderate 
qualifications ; -and it is not too much to ex- 



176 FEMALE EDUCATION. 

pect of such an one, that she should possess 
good sense and a kind disposition, and be 
influenced by an unfeigned fear of God ; 
such a governess will find every thing in this 
work plain and practical ; even though she 
should not fully understannd every part of it, 
she will comprehend the prominent points, 
and that is enough ; let her read it several 
times, and take the trouble to read it yourself 
with her ; give her permission to interrupt 
you whenever she does not understand any 
direction, or is not convinced of its utility ; 
assist her to reduce these principles to prac- 
tice, and whenever you perceive that, in 
speaking to the child, she loses sight of the 
rules here laid down, which she had resolved 
to follow, you can gently intimate it to her in 
private. This diligent attention will be at 
first laborious ; but if you are the father or 
the mother of the child, it is your indispensa- 
ble duty ; beside, you will not have to strug- 
gle long with great difficulties in this work ; 
for this governess, if intelligent, and possessed 
of a good disposition, will learn more in one 



CONCLUSION. 177 

month by means of her own experience and 
your advice, than by any long process of 
reasoning ; she will soon advance in the right 
path without your guidance. It will also 
tend much to diminish your labor, that she 
will find in this little work the principal in- 
structions to be communicated to children on 
the most important subjects, entirely prepared, 
so that she will have only to follow them as 
here laid down ; thus she will have before 
her eyes a collection of conversations that 
she should hold with the child on things 
which it is the most difficult to make her 
comprehend. This is a kind of practical 
education which she will understand and 
follow wkh the utmost ease. It must, how- 
ever, be acknowledged that these persons of 
moderate talents, (for I ask nothing more,) 
are rarely found. But proper qualifications 
are indeed not to be dispensed with in this 
work ; the most simple things are not done 
of themselves, and they are always done ill 
by persons who want capacity. Choose then, 
either from your family, your dependents, or 
15* 



178 FEMALE EDUCATION. 

your friends, some young lady whom you 
think capable of being properly qualified ; 
begin in season to educate her for this em- 
ployment, and retain her in your family long 
enough to bring her qualifications to the test, 
before you intrust her with so important a 
charge. Five or six teachers educated in 
this manner would soon be capable of in- 
structing a great number of others. Not un- 
frequently, indeed, there would be disappoint- 
ment and failure ; but these would be amply 
counterbalanced by success in the great ma- 
jority of cases ; nor would it be long before 
that extreme embarrassment in selecting gov- 
ernesses which is now a common occurrence, 
would entirely cease. In seminaries for the 
instruction of young ladies, there might also 
be a department for the education of teachers. 
But although the difficulty of obtaining 
suitable teachers is great, it must be acknow- 
ledged that there is another more serious 
obstacle ; I mean the irregularity of parents ; 
all other means are ineffectual, without their 
co-operation. It lies at the foundation of 



CONCLUSION. 179 

every thing valuable in education, that chil- 
dren should be influenced by correct princi- 
ples and instructive examples on the part of 
parents. This is the case however in very 
few families. In the greater number of 
houses, nothing is to be seen but confusion, 
change, and a crowd of servants always occa- 
sioning mischief and dissension. What a 
wretched school for children ! Not unfre- 
quently a mother who passes her life in card- 
playing, at the theatre, and in improper con- 
versation, gravely complains that she cannot 
find a governess capable of educating her 
daughters ; but what effect can the best possi- 
ble instruction have upon their minds, while 
they continue under the eye of such a mother? 
Often too we find parents, as St. Augustine 
says, who take their children with them to 
public shows, and other diversions that cannot 
fail to excite in them a distaste for that sober 
and laborious life which these very parents 
desire them to lead. Thus they mingle 
poison with salutary nourishment. They talk 
of nothing but wisdom, but they accustom the 



180 FEMALE EDUCATION. 

unsteady imagination of children to the pow- 
erful stimulus of music and impassioned ex- 
hibitions, after which the}' are incapable of 
steady application. They impart to them a 
taste for the excitement of the passions, and 
easily induce them to consider every species 
of pleasure innocent. After all this, they 
still wish that their education should succeed, 
and, if it suffer from this mixture of good and 
evil, they are much disappointed. What is 
this but to desire the credit of wishing chiU 
dren well educated, without being willing to 
take any trouble for the sake of it, or to be 
observant of the most necessary rules ? 

I close with the description that the wise 
man has given of a virtuous and accomplished 
woman ; *' Her price," says he, " is far above 
rubies. The heart of her husband doth safely 
trust in her, so that he shall have no need of 
spoil. She will do him good and not evil all 
the days of her life. She seeketh wool and 
flax, and worketh willingly with her hands. 
She is like the merchants' ships, she bringeth 
her food from afar. She riseth also while 



CONCLUSION. 181 

it is yet night, and giveth meat to her house- 
hold, and a portion to her maidens. She 
considereth a field, and buyeth it ; with the 
fruit of her hands she planteth a vineyard. 
She girdeth her loins with strength, and 
strengthened her arms. She perceiveth that 
her merchandize is good ; her candle goeth 
not out by night. She layeth her hands to 
the spindle, and her hands hold the distaff. 
She stretcheth out her hand to the poor ; yea, 
she reacheth forth her hands to the needy. 
She is not afraid of the snow for her house- 
hold ; for all her household are clothed with 
scarlet. She maketh herself coverings of 
tapestry, her clothing is silk and purple. Her 
husband is known in the gates, when he sit- 
teth among the elders of the land. She 
maketh fine linen, and selleth it, and deliver- 
eth girdles unto the merchant. Strength and 
honor are her clothing; and she shall rejoice 
in time to come. She openeth her mouth 
with wisdom, and in her tongue is the law of 
kindness. She looketh well to the ways of 
her household, and eateth not the bread of 



182 FEMALE EDUCATION. 

idleness. Her children arise up, and call 
her blessed ; her husband also, and he prais- 
eth her. Many daughters have done virtu- 
ously, but thou excellest them all. Favor is 
deceitful and beauty is vain ; but a woman 
that feareth the Lord, she shall be praised. 
Give her of the fruit of her hands, and let her 
own works praise her in the gates." 

Although the great diversity of customs, 
and the conciseness and boldness of the 
figures, render this language at first sight ob- 
scure, we here find a style so spirited and so 
copious, that on examination we perceive it 
replete with charms ; but that which I wish 
should be specially observed, is, that we have 
here the authority of Solomon, the wisest of 
men — even that of the Holy Spirit himself, 
whose language is thus beautiful and splendid, 
to lead us to admire in a rich and noble 
woman, simplicity of manners, economy, and 
industry. 



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